Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-05-14T12:53:14Z No. of bitstreams: 1 Luciano de Almeida.pdf: 1755902 bytes, checksum: 2dc0398854ae88d331b1ef30c33425f8 (MD5) / Made available in DSpace on 2018-05-14T12:53:14Z (GMT). No. of bitstreams: 1 Luciano de Almeida.pdf: 1755902 bytes, checksum: 2dc0398854ae88d331b1ef30c33425f8 (MD5) Previous issue date: 2018-03-21 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / In this research, we elaborated a methodological proposal for teaching the Portuguese Language through the Virtual Environment for specific purposes in computer-mediated education. Based on the thematic approach adopted for the present research, the following questions are proposed: Is using the virtual classroom environment a necessary or only optional instrument? With technology advancing and application upgrades, will the virtual environment cease to be study equipment and become a place of learning used by all? We can describe that in the virtual environment it is common to use equipment such as computers, notebooks, tablets and cell phones with applications of different genres, games, guides, maps, social networking sites, among others. learning, and even less, teaching. A more detailed study of the use of these resources for educational purposes is desirable. With the constant evolution of technology, we must identify and analyze the possibilities for creating methodologies for the adequate and uniform application and development of teaching-learning materials in virtual environments. We perform an analysis of how digital resources are currently being used in the virtual environment, studying the positive and negative possibilities of inclusion and virtual technologies in the school environment and the possible ways of using them. However, we can say that the computer is a fundamental aid tool for the evolution of education, it is not only an artifice for a modification of the class, but a complement for innovation / Nesta pesquisa, elaboramos uma proposta metodológica de ensino da Língua Portuguesa por meio do Ambiente Virtual para fins específicos em educação mediada pelo computador. A partir do enfoque temático adotado para a presente pesquisa, propõem-se as seguintes questões: O uso do ambiente virtual em sala de aula é um instrumento necessário ou apenas opcional? Com o avanço cada vez maior da tecnologia e as atualizações dos aplicativos, o ambiente virtual deixará de ser equipamento de estudo e se tornará local de aprendizagem utilizado por todos? Podemos descrever que no ambiente virtual é comum o uso de equipamentos como computadores, notebook, tablets e celulares com aplicativos de diversos gêneros, jogos, guias, mapas, sites de relacionamentos, dentre outros; esses recursos todos, entretanto, pouco direcionamento têm para otimizar a aprendizagem e, menos ainda, o ensino. Convém um estudo mais apurado sobre o uso desses recursos para fins educacionais. Com a evolução constante da tecnologia devemos identificar e analisar as possibilidades para que sejam criadas metodologias para a aplicação e o desenvolvimento adequado e uniforme de materiais de ensino-aprendizagem em ambientes virtuais. Analisamos como estão sendo utilizados atualmente no ambiente virtual os recursos digitais, estudando as possibilidades positivas e negativas da inclusão e tecnologias virtuais no ambiente escolar e as possíveis formas de utilização. Porém, podemos afirmar que o computador é uma ferramenta de auxílio fundamental para a evolução da educação, não apenas um artifício para uma modificação da aula, mas um complemento para inovação

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-27T12:27:22Z No. of bitstreams: 1 Gabriel Almeida Savonitti.pdf: 584536 bytes, checksum: 5abd1961038ac08287b2cdf27835f777 (MD5) / Made available in DSpace on 2017-10-27T12:27:22Z (GMT). No. of bitstreams: 1 Gabriel Almeida Savonitti.pdf: 584536 bytes, checksum: 5abd1961038ac08287b2cdf27835f777 (MD5) Previous issue date: 2017-09-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This dissertation explores the use of entertainment games for teaching English as a second language. It is a literature review from theories of motivation and learning and from game genres. In order to facilitate the choices of the games used in the English classroom by teachers, this study brings to light the characteristics relevant to the teaching that can be found in games, associated to several genres. In this sense, 14 researches involving digital entertainment games were analyzed, based on the theories of motivation in Gardner’s teaching, games and the active learner of Gee, Vygostsky proximal development zone, tangential learning model of Portnow and Brown, model of the monitor, Krashen’s input hypothesis, Schumann’s acculturation model, and the hypothesis of the interaction proposed by several authors such as Gass and Larsen-Freeman and Long. The results obtained were the definition of the characteristics relevant to teaching and learning present in the analyzed games, and the definition of the gender associated to these characteristics / Esta dissertação explora o uso de jogos de entretenimento para o ensino do inglês como segunda língua. É uma revisão de literatura a partir de teorias da motivação e aprendizagem e de gêneros de jogos. Visando facilitar as escolhas dos jogos utilizados em sala de aula de inglês pelos professores, este estudo traz à tona as características relevantes para o ensino que podem ser encontradas nos jogos, associadas a diversos gêneros. Nesse sentido, 14 pesquisas envolvendo jogos digitais de entretenimento foram analisadas, utilizando como base as teorias de motivação no ensino de Gardner, games e o aprendiz ativo de Gee, zona de desenvolvimento proximal de Vygostsky, modelo de aprendizagem tangencial de Portnow e Brown, modelo do monitor, hipótese do input de Krashen, modelo de aculturação de Schumann e hipótese da interação proposta por vários autores como Gass e Larsen-Freeman e Long. Os resultados obtidos foram a definição das características relevantes ao ensino e à aprendizagem presentes nos jogos analisados, e a definição do gênero associados a essas características

Technology, in one or more of its various forms, is now a part of everyday life for most South African citizens. Many schools are equipped with various forms of technology, at great cost to sponsors, schools, parents or the government. However, this technology is not always exploited and full use is not made of it. As access is not the issue, other factors needed to be considered: in this case, teachers’ beliefs, attitudes and knowledge. This thesis explores the cognitive factors which affect the acceptance and use of technology. Teacher cognition and the factors which influence teacher cognition were examined. Following Borg, teacher cognition is defined as “the unobservable cognitive dimension of teaching – what teachers know, believe and think” (Borg, 2003, p. 81). Teacher cognition determines whether or not a teacher will use technology, if the external barrier of access is removed. In order to study the various aspect of teacher cognition, a case study was performed, which studied 6 teachers at 4 schools. All the schools in this study had some level of access to technology. Following Borg, initial experiences with the educational system (i.e. the teacher’s experience as a learner), teacher training, the context the teacher worked in (as well as social factors and private use) and classroom experience were all examined in order to discover the factors which most affect technology acceptance in teaching. The findings show that having easy access to well-maintained and functioning technology cannot be underestimated. In the study, support from other teachers, particularly those in leadership roles, led to an increase in technology use. This support needed to be explicit; general support did not seem to be effective. These findings suggest that technology integration needs to happen at a ‘whole school’ level.

This thesis examines how composition studies have been, and continue to be, shaped by the cultural values of exclusion; this field is "continually magnif[ied] and reproduc[ed] in the complex social conditions connected with those values in fundamental ways much like educational systems in general."

The purpose of the project was to develop a teacher handbook forusing computer technology and Microsoft Office XP software in the performance of their administrative tasks. The handbook was designed to provide teachers with step-by-step instructions that would enable them to automate many administrative tasks that were previously performed manually, without the benefit of computer technology.

The purpose of this study was to compare the effectiveness of two methods of instruction for second language acquisition. The first method used a computer based software program known as English Language Learning Instructional System (ELLIS). The second method used Specially Designed Academic Instruction in English (SDAIE).

Thesis (MEd (Curriculum sStudies))--University of Stellenbosch, 2007. / The TRAC PAC is a micro computer-based laboratory that allows learners to collect real-time data about a particular event and then displays the information graphically. It was brought to South Africa from the United States of America in an attempt to increase the low number of learners from previously disadvantaged communities entering the Science, Engineering and Technology fields. Anecdotal evidence has shown that the TRAC PAC has not been optimally utilised in classrooms. Subsequently a TRAC laboratory was established at Stellenbosch University and hence this study, which focused on identifying factors that would contribute towards the optimal use of the TRAC PAC. A qualitative case study research method was used, which relied on different techniques to gather data on how the TRAC PAC is used in classrooms and at the TRAC laboratory. The analysis of this data was largely an intuitive process; it relied on the development of categories which provided insights on the advantages and disadvantages of using the TRAC PAC. The thesis concludes with a number of recommendations that can lead to the optimal use of the TRAC PAC. One of the findings of this study was that even grade 12 Physical Science learners lacked certain basic skills such as the ability to take accurate measurements. Addressing this lack amongst South African learners is also a priority of the National Education Department, following its adoption of an outcomes-based education approach. The design of a detailed, well structured series of activities that addresses the required educational outcomes should result in the optimal use of the TRAC PAC.

This study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the mathematics practices of 12 middle school teachers who had completed a master's degree program in mathematics successfully. Through the application of a case study approach as a systematic method for the analysis of qualitative data, and under a social constructivist framework, the study examined different factors such as concerns of teachers; their beliefs about technology, mathematics as a subject, math teaching, and learning; external factors such as resources and school support; their TPACK development; and their instrumental orchestration approach through classroom observations. Among the major findings, the study revealed that the personal concerns of the teacher users of GeoGebra included the desire to continue learning the new features of the software, as well as the desire to connect themselves with others in common endeavors for the benefit of other teachers and, ultimately, the students... There was a consensus among the teacher users that they had to strike a balance between their professional goals and the available resources. / by Ana Escuder. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-26T10:04:47Z No. of bitstreams: 1 Solange Lopes Vinagre Costa.pdf: 2690657 bytes, checksum: 0193d72872cf3cad6d7f66587b851222 (MD5) / Made available in DSpace on 2018-09-26T10:04:47Z (GMT). No. of bitstreams: 1 Solange Lopes Vinagre Costa.pdf: 2690657 bytes, checksum: 0193d72872cf3cad6d7f66587b851222 (MD5) Previous issue date: 2018-08-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This is a qualitative research in the Applied Linguistics field which aims at describing and interpreting the phenomenon experiencing a complex online workshop, developed based on the complex educational design (FREIRE, 2013), as an extension to the English language classroom, from a students’ perspective. It also investigates how the use of the complex educational design as a guide to develop online English language teaching-learning activities can contribute to maintaining the participation of students, who usually show an interest in using digital technology tools to extend their classroom learning, but who often discontinue their use. Besides the complex educational design, this study is also theoretically grounded on complexity (MORIN, 2003, 2005, 2015a, 2015b, 2015c), which are the basis for the development of complex online workshops that reflect students’ reality, interests, needs, and expectations. The research is methodologically grounded on the complex hermeneutic-phenomenological approach (FREIRE, 2010, 2012, 2017), which articulates with the theoretical foundation used. The eight research participants were students from different face-to-face classrooms from the English language course of an educational institution in the city of São Paulo. Their English language proficiency level ranged from beginning of B1 to B1+ of the Common European Framework of Reference for Languages. The focal workshop was two weeks in length and was held asynchronously on the Google Classroom virtual environment. Three research instruments were used by students to textually record their perceptions of the phenomenon: a first week account, a final questionnaire, and a non-participation account. The texts generated by students’ responses to the instruments were interpreted following the complex hermeneutic-phenomenological approach procedures, which revealed the following themes: learning, development, time, difference, interaction, self-reflection, protagonism, and connection. Such themes depict the nature of the experience of the phenomenon under investigation / Esta é uma pesquisa qualitativa na área de Linguística Aplicada que tem por objetivo descrever e interpretar o fenômeno vivência em oficina on-line complexa, desenvolvida com base no design educacional complexo (FREIRE, 2013), como extensão da sala de aula de inglês, na perspectiva dos alunos. Também investiga de que forma a utilização do design educacional complexo como linha norteadora para o desenvolvimento de atividades on-line para o ensino-aprendizagem da língua inglesa pode contribuir para a manutenção da participação dos alunos, que, muitas vezes, demonstram interesse em utilizar ferramentas de tecnologia digital como extensão de sua aprendizagem presencial, mas que geralmente descontinuam seu uso. Além do design educacional complexo, este estudo também se embasa teoricamente na complexidade (MORIN, 2003, 2005, 2015a, 2015b, 2015c), que fundamentam o desenvolvimento de oficinas on-line complexas que refletem a realidade, interesses, necessidades e expectativas dos alunos. A pesquisa tem o embasamento metodológico da abordagem hermenêutico-fenomenológica complexa (FREIRE, 2010, 2012, 2017), que se articula à fundamentação teórica utilizada. Os oito participantes da pesquisa eram alunos de turmas presenciais diferentes do curso de inglês de uma instituição de ensino na cidade de São Paulo. Seu nível de proficiência na língua inglesa variava de início de B1 a B1+ do Quadro Europeu Comum de Referência para Línguas. A oficina focal teve a duração de duas semanas e foi realizada de forma assíncrona no ambiente virtual Google Classroom. Foram utilizados três instrumentos para o registro textual pelos alunos de suas percepções a respeito do fenômeno: um relato da primeira semana, um questionário final e um relato de não participação. Os textos gerados pelas respostas aos instrumentos foram interpretados segundo os procedimentos da abordagem hermenêutico-fenomenológica complexa, revelando os seguintes temas: aprendizagem, desenvolvimento, tempo, diferença, interação, autorreflexão, protagonismo e conexão. Tais temas caracterizam a natureza da vivência do fenômeno investigado

The purpose of the study was to determine the effects of normal instruction supplemented by the computer-assisted instruction English program Grammar Game on achievement and attitude scores of vocational-technical students in Thailand. The experimental design was a 2 x 2 factorial ANOVA design. One hundred seventy-eight students at the Lanna Polytechnical College in Thailand were randomly selected from the population of 10 classrooms. Four classes were intact groups, with two classes randomly assigned to the experimental groups which received Lecture/CAI and the other two as control groups which received Lecture. The 89 students in each group were divided into high- and low- ability, based on their previous English scores. Subjects received treatment for nine weeks. Pre-test and post-test instruments on achievement and attitude were administered to both groups. The Statistical Analysis System (SAS), and the General Linear Model (GLM) package computer program yielded the MANOVA results. Based on data analysis, the findings were as follows: (1) There was a significant difference between the students in a Lecture/CAI English program and the students in a Lecture English program when they were compared simultaneously on the achievement and attitude scores, F(l, 176) = 18.97, p < .05. (2) There was no significant interaction between the types of teaching methods and levels of ability when achievement was used as the dependent variable, F(l, 174) = .48, p > .05. (3) There was no significant interaction between the types of teaching methods and levels of ability when attitude was used as the dependent variable, F(l, 174) = .06, p > .05. The conclusion was that normal instruction supplemented by CAI improved achievement and attitude scores. On the other hand, the effect of two types of methods on achievement remained the same for high- and low-ability students and so did the effect of two types of methods on attitude. Future research should examine different CAI software packages, CAI within a full year, the effects of ability on achievement and attitude, background knowledge, more levels of independent variables, characteristics of an effective CAI program, and a case study with larger population in Thailand.