Orientador: Mariângela Braga Norte / Banca: Adelaide Ferreira Coutinho / Banca: Ivana Ibiapina / Banca: Ana Clara Bortoleto Nery / Banca: Raquel Lazari Leite Barbosa / Resumo: O trabalho versa sobre as relações de aproximação e distanciamento entre trabalho docente e mídia. O lócus desse estudo é o Programa de Formação Continuada "Mídias na Educação", por focar a formação em mídia na educação, voltada aos professores no exercício da docência, no sistema público de ensino, e, por ser orientado pelas diretrizes educacionais oficiais. A análise realizada foi referenciada predominantemente pelos teóricos da vertente de pensamento crítico. No tocante à política de formação docente e trabalho docente, o respaldo teórico advém, entre outros, do pensamento de: Marx, Engels, Fromm, Lukacs, Frigotto, Chauy, Saviani, Maués, Antunes, Alves, Abreu, Catini, Oliveira, Kuenzer, Lessard, Shiroma, Evangelista, Freitas, Barreto e Duarte; e, a discussão sobre mídia, tecnologia da informação e comunicação foi embasada nas idéias de: Freire, Guimarães, Teruya, Orofino, Oliveira, Baccega, Guazina, Zanchetta Jr, Pfromm Neto, Ferrés, Moraes, Belloni, Pretto, Kenski, Valente e Almeida. A pesquisa congregou técnicas múltiplas de coleta de dados, associadas a métodos qualitativos e quantitativos, configurando-se uma investigação mista de abordagem qualiquantitativa, desenvolvida por três vias de investigação: a) investigação bibliográfica; b) investigação documental; e c) investigação de base empírica. De forma direta os sujeitos da pesquisa foram 24 professores/cursistas inscritos no último ciclo do Curso de Especialização em "Mídias na Educação", de forma indireta os 339 alunos, 101 professores e 2 coordenadores da Educação Básica, sujeitos investigados por 11 professores/cursistas em seus trabalhos de final de curso. Entre os resultados encontrados destaca-se: a) a mídia impressa... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The paper reports on the relationship between people and media. This study took place at the Programa de Formação Continuada (Continuing Education Program) "Media in Education", with a focus on media on education decicated to teacher training in the public school system, and, be guided for official educational guidelines. The analysis was influenced by academic professionals aligned with the critical thinking school of thought. Regarding the policy of teacher education and teaching, the theoretical support comes from, among others, from thought of: Marx, Engels, Fromm, Lukacs, Frigotto, Chauy, Saviani, Maues, Antunes, Alves, Abreu, Catini, Oliveira, Kuenzer , Lessard, Shiroma, Evangelista, Freitas, Barreto and Duarte, and the discussion about media, information technology and communication was based on the ideas of: Freire, Guimarães, Teruya, Orofino, Oliveira, Baccega, Guazina, Zanchetta Jr, Pfromm Neto, Ferres, Moraes, Belloni, Pretto, Kenski, Valente and Almeida. The research collected multiple sources of data associated with qualitative and quantitative method, becoming a research of quali-quantitative data, developed by three areas of investigation: a) literature research; b) documented research, and c) empirical research. The direct study subjects were 24 teachers/students enrolled in the last phase of the "Media in Education" Specialization Course. Indirectly researched were 339 students, 101 teachers and 2 coordinators of Basic education, researched for 11 teachers/students in their final paper work. Among the results stand out: a) print was frequent between the participants, they literally quoted the book, newspaper and magazines, no reference was made to the classics, b) the majority have no training... (Complete abstract click electronic access below) / Doutor

A review of literature concerning teaching-learning media and the factors that influence the choice of teaching-learning media was conducted, in order to establish which teaching-learning media teachers are using to present a lesson, especially in OBE. The classification of teaching-learning media by different media specialists was looked into, before it was applied in a Biology lesson. The plant cell and animal cell sketches were used as examples to draw up transparencies, overlay-transparencies and to build models. An empirical investigation was undertaken to investigate which teaching-learning media teachers are using and why they are using certain teaching-learning media. It also investigated the role teaching-learning media plays in presenting a lesson and what can be done to help teachers to use more effective teaching-learning media in teaching Biology as part of Natural Science in the senior phase of OBE. According to the investigation teachers seem to stay with the traditional teaching-learning media, such as the chalkboard and textbook, for they are easily available, user-friendly and cost saving. However, there is a need that more courses should be offered, where teachers can be trained how to use certain teaching-learning media and how to create their own teaching-learning media. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

A review of literature concerning teaching-learning media and the factors that influence the choice of teaching-learning media was conducted, in order to establish which teaching-learning media teachers are using to present a lesson, especially in OBE. The classification of teaching-learning media by different media specialists was looked into, before it was applied in a Biology lesson. The plant cell and animal cell sketches were used as examples to draw up transparencies, overlay-transparencies and to build models. An empirical investigation was undertaken to investigate which teaching-learning media teachers are using and why they are using certain teaching-learning media. It also investigated the role teaching-learning media plays in presenting a lesson and what can be done to help teachers to use more effective teaching-learning media in teaching Biology as part of Natural Science in the senior phase of OBE. According to the investigation teachers seem to stay with the traditional teaching-learning media, such as the chalkboard and textbook, for they are easily available, user-friendly and cost saving. However, there is a need that more courses should be offered, where teachers can be trained how to use certain teaching-learning media and how to create their own teaching-learning media. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

The current study was based in one higher education institution and examined pre-service teachers’ use of social media to support their own professional development whilst on school placement, through a community of practice lens. The trainees were registered on a one year secondary course designed to lead to a Post Graduate Certificate in Education with 60 credits at Masters Level combined with Qualified Teacher Status (QTS) for England and Wales during which the researcher repeatedly interviewed a focus group sample from each subject cohort and analysed transcripts of these interviews through the lens of Wenger’s (1998) concept of a community of practice. The research took place in a national context of review and reform of teacher education in England. Some trainees, for example those studying at the higher education establishment at question, might experience considerable challenge in the school placement. Authentic self-reflection requires a safe place in which pre-service teachers can openly articulate with others what they might see as their own failures as well as successes in the classroom in order to develop a greater sense of self-efficacy and new ideas about teaching. In some instances, such as in the area of behaviour management, the national focus on maintaining good order means that it may become even more challenging and ultimately riskier to share the experience of failure because acknowledgement of this risks the possibility of failing to achieve the requisite standard for qualified teacher status. Besides, to gain qualified teacher status a trainee must attain the Teachers’ Standards (DfE, 2013) which include a requirement that a professional teacher upholds the ethos of the school to which the trainee might not be sympathetic. Findings from this research cannot be generalised. However, in this small-scale study it was found that pre-service teachers used private social media to support each other on the course in a number of ways: to establish a group that might be viewed as a community of practice and then, as part of the core enterprise of becoming a qualified teacher, to offer or to receive shared practice or support from another pre-service teacher in the role of more knowledgeable other and to broker new ideas about teaching to each other and to schools themselves from the other communities to which they belonged. Those who networked socially as part of the community of practice were more organised around deadlines. They also more likely to manage risky and stressful situations collaboratively and present an enhanced image of “…a body of common knowledge, practices and approaches” (Wenger, McDermott and Snyder, 2007, pp. 4-5) during their school placement which was unavailable to the trainee who did not participate within the online community. The scope for openly sharing practice and the development of learning communities among pre-service teachers is potentially restricted by the current national and local context of teacher education. However, one conclusion from this study might be that social media can potentially enable pre-service teachers to communicate privately in important ways that support their professional development whilst undertaking their training.

Made available in DSpace on 2014-06-11T19:31:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-05-23Bitstream added on 2014-06-13T18:42:51Z : No. of bitstreams: 1 jesus_dcs_dr_mar.pdf: 1322661 bytes, checksum: 53b41b9ae8e83e3984cfffe4e1e7c5f4 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Unidade Ffc / O trabalho versa sobre as relações de aproximação e distanciamento entre trabalho docente e mídia. O lócus desse estudo é o Programa de Formação Continuada “Mídias na Educação”, por focar a formação em mídia na educação, voltada aos professores no exercício da docência, no sistema público de ensino, e, por ser orientado pelas diretrizes educacionais oficiais. A análise realizada foi referenciada predominantemente pelos teóricos da vertente de pensamento crítico. No tocante à política de formação docente e trabalho docente, o respaldo teórico advém, entre outros, do pensamento de: Marx, Engels, Fromm, Lukacs, Frigotto, Chauy, Saviani, Maués, Antunes, Alves, Abreu, Catini, Oliveira, Kuenzer, Lessard, Shiroma, Evangelista, Freitas, Barreto e Duarte; e, a discussão sobre mídia, tecnologia da informação e comunicação foi embasada nas idéias de: Freire, Guimarães, Teruya, Orofino, Oliveira, Baccega, Guazina, Zanchetta Jr, Pfromm Neto, Ferrés, Moraes, Belloni, Pretto, Kenski, Valente e Almeida. A pesquisa congregou técnicas múltiplas de coleta de dados, associadas a métodos qualitativos e quantitativos, configurando-se uma investigação mista de abordagem qualiquantitativa, desenvolvida por três vias de investigação: a) investigação bibliográfica; b) investigação documental; e c) investigação de base empírica. De forma direta os sujeitos da pesquisa foram 24 professores/cursistas inscritos no último ciclo do Curso de Especialização em “Mídias na Educação”, de forma indireta os 339 alunos, 101 professores e 2 coordenadores da Educação Básica, sujeitos investigados por 11 professores/cursistas em seus trabalhos de final de curso. Entre os resultados encontrados destaca-se: a) a mídia impressa... / The paper reports on the relationship between people and media. This study took place at the Programa de Formação Continuada (Continuing Education Program) Media in Education, with a focus on media on education decicated to teacher training in the public school system, and, be guided for official educational guidelines. The analysis was influenced by academic professionals aligned with the critical thinking school of thought. Regarding the policy of teacher education and teaching, the theoretical support comes from, among others, from thought of: Marx, Engels, Fromm, Lukacs, Frigotto, Chauy, Saviani, Maues, Antunes, Alves, Abreu, Catini, Oliveira, Kuenzer , Lessard, Shiroma, Evangelista, Freitas, Barreto and Duarte, and the discussion about media, information technology and communication was based on the ideas of: Freire, Guimarães, Teruya, Orofino, Oliveira, Baccega, Guazina, Zanchetta Jr, Pfromm Neto, Ferres, Moraes, Belloni, Pretto, Kenski, Valente and Almeida. The research collected multiple sources of data associated with qualitative and quantitative method, becoming a research of quali-quantitative data, developed by three areas of investigation: a) literature research; b) documented research, and c) empirical research. The direct study subjects were 24 teachers/students enrolled in the last phase of the Media in Education Specialization Course. Indirectly researched were 339 students, 101 teachers and 2 coordinators of Basic education, researched for 11 teachers/students in their final paper work. Among the results stand out: a) print was frequent between the participants, they literally quoted the book, newspaper and magazines, no reference was made to the classics, b) the majority have no training... (Complete abstract click electronic access below)

Title: The Use of Media in the EFL Classrooms at Secondary Schools in the 21st Century Author: Bc. Lucie Slavíková Department: Department of English Language and Literature Supervisor: PhDr. Radek Vít, Ph.D. Abstract The aim of this diploma thesis is to explore and compare various types of the old and the new media, which are commonly used in the EFL classrooms at the Czech secondary schools in the 21st century. The key question is to what extent are the new media implemented into the English lessons at the Czech grammar and secondary technical and vocational schools. The findings of the online questionnaire survey, which was conducted on the random sample of the Czech secondary school teachers of English and on the sample of the 15 or 16 years old first grade secondary school students of English proved that both the old and the new media are commonly used in the English lessons. However, despite the fact that the lives of the 21st century students are largely influenced by the new media, the English teachers use the old media more often. It is recommended that more initiatives and programmes should be directed at the promotion of the implementation of the new media into the English lessons and also at the training of the teachers in using them effectively. Key words English language teaching, media...

The main goal of the thesis is to describe the development and the extent of media didactics in the Czech republic. The authors who examine media pedagogy are PhDr. Jan Mašek, Ph.D. a Mgr. Zdeněk Sloboda. The subject of the thesis is to clarify the concept of media didactics. This is important for the formation of historical development of the use of media during the teaching and for highlight the importance of media during the teaching and teaching with the use of media. Finally, the thesis try to find out the effects and the extent of tablets in the czech education system. By using quantitative questionnaire research was examined 200 teachers of primary schools, secondary schools and grammar schools. Based on the acquired data is possible to answer predetermined research questions: How widespread is the use of tablets during the teaching? What is the opinion of teachers to use tablets during the teaching? Does the use of tablets during the teaching influence the effectiveness of the teaching?

Assistive technology (AT) is defined as any tool that can help integrate students with severe or multiple disabilities (SMD) into learning activities. As mandated by federal law, AT must be considered for all students with disabilities. Educators, however, do not consistently embrace low and mid tech AT devices in reading and the language arts, thus limiting student engagement in learning activities. The purpose of this study was to explore educators' perceptions of their experiences regarding the acquisition and the use of low and mid tech assistive devices with students with SMD. This study builds on the existing literature base of using AT to increase student participation in literacy activities, thus moving students through Vygotsky's zone of proximal development from limited performance to independent performance. Research questions in this study addressed (a) educators' experiences regarding the use of AT for students with SMD, (b) educators' perceptions of AT use for students with SMD, and (c) strategies educators use to match AT to students with SMD. A qualitative phenomenological research design utilizing interviews with educators and unobtrusive data collection was used to determine the effectiveness of the incorporation of AT devices in learning activities for students with SMD. Results indicate that educators have limited AT use and little or no training. This study indicates the need for formal and informal AT training for educators and contributes to social change by enhancing the literature on academic modifications and adaptations with the use of low and mid tech assistive device interventions. Implications for social change include improving teaching practices for students with SMD.

Social learning plays a critical role in cognitive apprenticeship, community of practice, and knowledge production theories. Gunawardena's interaction analysis model, which provides a means of evaluating discourse for social construction of knowledge, is comprised of five phases: (a) sharing and comparing, (b) disagreement, (c) negotiation and co-construction of new knowledge, (d) testing of knew knowledge, and (e) use or phrasing of new knowledge. There is a paucity of research that has empirically explored social construction of knowledge, especially in an extended semiformal asynchronous graduate learning experience. This study explored two research questions: whether social construction of knowledge took place, and if so, how such construction occurred. The study used data from two quarters of a five-quarter graduate level, asynchronous research laboratory allowing students in psychology programs to work on a faculty research project. This study was a qualitative secondary data analysis of 1,739 postings by 17 students and one instructor. The original transcripts were converted to a database for coding using the interaction analysis model. Numerous uses of phase II, disagreement, and above demonstrated that social construction of knowledge occurred and provided a method of understanding how such construction took place. Students socially constructed knowledge by expressing disagreement or dissonance and then worked together to synthesize new knowledge. As a critical component of situated learning, understanding social construction of knowledge provides impetus for pedagogical improvements for increased learning. This in turn can provide students with necessary knowledge and new ideas to apply toward positive social change in their communities.

Institutions of higher learning have been tracking student course-drop rates as a measure of student success along with faculty performance data. However, there is a lack of understanding as to how faculty performance data influences drop rates. The purpose of this study was to determine whether faculty knowledge of performance data creates a difference in drop rates. This study combined theories of performance measurement, decision support, self-determination theory (SDT), and personal decision making (PDM) as a conceptual foundation that linked faculty knowledge to student success. The specific research question addressed if data can be used to assist faculty efforts in reducing student attrition. This experimental longitudinal study tested the effect of faculty knowledge of personal performance measures on student course-drop rates. A sample of 32 subjects from a major university were randomly selected and assigned to equivalent-groups that included an experimental group, which received performance feedback and instruction, and an uninformed control group. Paired sample t-tests indicated a significant 32.8% reduction in student attrition for faculty in the experimental group, compared to a 10.3% increase in attrition observed for the control group faculty. Results suggest that providing faculty access to performance data via a decision support system will result in a reduction of student course drop rates. The key social value for this study is to provide a blueprint in collecting, structuring, and disseminating data that assist faculty and institutions in addressing student persistence. Students who persist in their courses have a greater potential of completing their studies and thus gaining access to better paying careers, higher levels of self-esteem, and an overall improved quality of life.