Technology in this age is ubiquitous and is changing the way that individuals live, work and play. In line with this, South African education has to change regularly to meet the requirements set out by the Department of Basic Education, including the development of learning outcomes for the 21st century. This study therefore explored teachers' and learners' experiences of Technology-based Teaching and Learning (TbTL) in the Foundation Phase. Qualitative case study research methods such as photovoice, narratives, semi-structured interviews, opinion pieces and field notes were conducted within three cases in order to understand the experiences of TbTL in the Foundation Phase. Data were examined through a conceptual lens that was grounded in the Technological Pedagogical and Content Knowledge (TPACK) framework and yielded the following themes: technological tools, 21st century skills, Technology-based Teaching and Learning itself and mind the gaps. Finally, the novel, original contribution that this study makes is a framework for TbTL in the Foundation Phase. In essence this framework is relevant to understand teachers' and learners' experiences of the phenomenon of TbTL in the Foundation Phase. It is not a step-by-step guide as such but rather an indication of the core elements that are important to consider by any role players using TbTL in this phase. It is anticipated that using this framework as a guide to TbTL in the Foundation Phase will assist in creating teachers and learners who are digitally literate, lifelong learners with developed 21st century skills. / Thesis (PhD)--University of Pretoria, 2016. / Early Childhood Education / PhD / Unrestricted

Technologies associated with modern computing are being commonly used in education. Over the past few years, the usage has increased considerably. This increase is also attributed to the availability of more improved technology products and services at much lower costs. As a result, many successful educational multimedia products have been developed which have made significant contributions to learning and teaching mathematics at various levels. However, it is not always clear what exactly the position of technology in education is. In other words, to what extent does the technology-aided means of learning enhance learning and add value to the conventional materials? How are they supposed to supersede or excel the learning effectiveness of traditional methods of teaching? This paper explores the possibilities of utilizing the latest technologies such as Virtual Reality (VR) environments and Tablet PCs in conjunction with the traditional approaches and concepts in creating a balanced and more effective learning and teaching conditions. It also demonstrates how the creation of a situation where ‘one cannot see the wood for the trees’ can be avoided by striking the right balance.

Associada ao Paradigma Indiciário, propõe-se a noção de excedente de visão (EV) (BAKHTIN, 2011, 2014) como um modo de olhar para os dados, para a análise e para práticas de ensino, objetivando investigar como professores em formação inicial (PFI) concebem a própria escrita, o ensino de escrita e a tecnologia no ensino (de escrita), num Curso de Extensão, que gerou o corpus: fóruns, chat, wikis, esboços de Planos de Aula e redações do Enem socializados pelos PFI. Operacionalizado como um modo de olhar do pesquisador no processo de análise, o EV permite chegar ao indício, exigindo, contudo, para tanto, variados gestos de pesquisa para a confirmação de hipóteses pelo confronto entre fontes internas e externas. Do mesmo modo, o EV possibilita compreender gestos de linguagem do PFI em torno da escrita, do ensino da escrita e da tecnologia no ensino (de escrita), contribuindo para, na alteridade, dar ao sujeito um lugar na escrita. Resultados desta pesquisa mostram que o PFI busca se alçar à especialidade de Letras e à posição enunciativa do professor que ele projeta ser, o que a análise, considerando o papel das histórias de letramentos, descreve em termos de gestos de linguagem e de docência. Resumidamente, esses gestos indiciam que: a) além de conceitos teóricos para o ensino de escrita, a noção de EV e a de cronotopo do endereçamento são constitutivas dos gêneros do discurso (GD): redação do Enem/dissertação de vestibular e artigo científico; b) as noções de relações intergenéricas e de instabilidade do GD são conceitos teóricos a serem trabalhados a partir do EV pelo professor e pelo aluno em práticas de escrita em ambientes digitais ou não; c) a tecnologia, como parte da linguagem, configura-se como mais um ponto de observação para o trabalho com o cronotopo do endereçamento e de outros cronotopos (da introdução, do tema, da conclusão e de textos motivadores) na produção escrita; d) o trânsito do PFI pelas posições enunciativas professor em formação inicial, professor que projeta ser e egresso da Educação Básica faz emergir o conflito do licenciando com o discurso oficial sobre o ensino de GD e sobre letramentos; e) gestos de retomada e de antecipação e a ação de forças centrípetas e centrífugas, assim como da palavra autoritária e da palavra interiormente persuasiva na produção escrita dos PFI dão contornos específicos para diferentes configurações para a escrita e de lugar para o sujeito segundo se produzam redação do Enem, dissertação de vestibular e artigo científico. Como sujeito de linguagem, o PFI situa-se no embate entre um ensino que atua na ordem do instituído e um fazer docente que pretende atuar criticamente sobre ela. / Associated to the Circumstantial Paradigm, one proposes the notion of surplus of vision (SV) as a way of looking at data for analysis and teaching in order to identify the ways teachers in initial education and training (TIET) conceive their own writing, teaching writing and technology in teaching (writing), in an Extension Coursem which generated the corpus: forums, chat, wikis, outlines of Lesson Plans and essays of the Enem socialized by the TIET. Used as a way of looking at data for analysis, the SV allows to reach traces, demanding, nevertheless, for so doing, variegated research gestures for the confirmation of hypotheses by means of the confrontation among internal and external sources. In addition, SV makes possible to understand language gestures of TIET around writing, teaching writing and the technology in teaching (writing), contributing, by means of alterity, to give subjects a place in writing. Results from this research show that TIET make efforts to insert in Letters as a field and to take the enunciative position of the kind of teacher they desire to be, something the analysis describes, considering the role of literacy histories, in terms of gestures of language and teaching. These gestures show, in sum, that: a) in addition to theoretical concepts for teaching writing, the notion of SV and that of chronotope of addressing are constitutive of speech genres (SG); b) the notions of intergeneric relations and instability of SG are theoretical concepts to be worked by teachers and pupils from the point of view of O in writing practices produced in digital or non-digital environments; c) technology, as part of language, is one more observation point for working with the chronotope of addressing and other chronotopes (of the introduction, of theme, of conclusion and motivational texts) in written productions; d) TIET passage through their enunciative position as such, that of the kind of teachers they desire to be and that of someone who were in Basic Education, and this produces the emergence of conflict of TIET and the official discourse about teaching SG and lireracy(ies); and e) gestures of recuperating and anticipating and the action of centripetal and centrifugal forces, as well as that of the authoritarian word and of the internally persuasive word in written production of TIET, give distinct special statuses for different configurations related to writing and also attribute places for subjects, according to the genre: Enems writing exam, college admission exam or academic paper. As language subjects, TIET are situated in the conflict between teaching such as it happens in the instituted order and a teachers way of teaching that act critically regarding this order.

Associada ao Paradigma Indiciário, propõe-se a noção de excedente de visão (EV) (BAKHTIN, 2011, 2014) como um modo de olhar para os dados, para a análise e para práticas de ensino, objetivando investigar como professores em formação inicial (PFI) concebem a própria escrita, o ensino de escrita e a tecnologia no ensino (de escrita), num Curso de Extensão, que gerou o corpus: fóruns, chat, wikis, esboços de Planos de Aula e redações do Enem socializados pelos PFI. Operacionalizado como um modo de olhar do pesquisador no processo de análise, o EV permite chegar ao indício, exigindo, contudo, para tanto, variados gestos de pesquisa para a confirmação de hipóteses pelo confronto entre fontes internas e externas. Do mesmo modo, o EV possibilita compreender gestos de linguagem do PFI em torno da escrita, do ensino da escrita e da tecnologia no ensino (de escrita), contribuindo para, na alteridade, dar ao sujeito um lugar na escrita. Resultados desta pesquisa mostram que o PFI busca se alçar à especialidade de Letras e à posição enunciativa do professor que ele projeta ser, o que a análise, considerando o papel das histórias de letramentos, descreve em termos de gestos de linguagem e de docência. Resumidamente, esses gestos indiciam que: a) além de conceitos teóricos para o ensino de escrita, a noção de EV e a de cronotopo do endereçamento são constitutivas dos gêneros do discurso (GD): redação do Enem/dissertação de vestibular e artigo científico; b) as noções de relações intergenéricas e de instabilidade do GD são conceitos teóricos a serem trabalhados a partir do EV pelo professor e pelo aluno em práticas de escrita em ambientes digitais ou não; c) a tecnologia, como parte da linguagem, configura-se como mais um ponto de observação para o trabalho com o cronotopo do endereçamento e de outros cronotopos (da introdução, do tema, da conclusão e de textos motivadores) na produção escrita; d) o trânsito do PFI pelas posições enunciativas professor em formação inicial, professor que projeta ser e egresso da Educação Básica faz emergir o conflito do licenciando com o discurso oficial sobre o ensino de GD e sobre letramentos; e) gestos de retomada e de antecipação e a ação de forças centrípetas e centrífugas, assim como da palavra autoritária e da palavra interiormente persuasiva na produção escrita dos PFI dão contornos específicos para diferentes configurações para a escrita e de lugar para o sujeito segundo se produzam redação do Enem, dissertação de vestibular e artigo científico. Como sujeito de linguagem, o PFI situa-se no embate entre um ensino que atua na ordem do instituído e um fazer docente que pretende atuar criticamente sobre ela. / Associated to the Circumstantial Paradigm, one proposes the notion of surplus of vision (SV) as a way of looking at data for analysis and teaching in order to identify the ways teachers in initial education and training (TIET) conceive their own writing, teaching writing and technology in teaching (writing), in an Extension Coursem which generated the corpus: forums, chat, wikis, outlines of Lesson Plans and essays of the Enem socialized by the TIET. Used as a way of looking at data for analysis, the SV allows to reach traces, demanding, nevertheless, for so doing, variegated research gestures for the confirmation of hypotheses by means of the confrontation among internal and external sources. In addition, SV makes possible to understand language gestures of TIET around writing, teaching writing and the technology in teaching (writing), contributing, by means of alterity, to give subjects a place in writing. Results from this research show that TIET make efforts to insert in Letters as a field and to take the enunciative position of the kind of teacher they desire to be, something the analysis describes, considering the role of literacy histories, in terms of gestures of language and teaching. These gestures show, in sum, that: a) in addition to theoretical concepts for teaching writing, the notion of SV and that of chronotope of addressing are constitutive of speech genres (SG); b) the notions of intergeneric relations and instability of SG are theoretical concepts to be worked by teachers and pupils from the point of view of O in writing practices produced in digital or non-digital environments; c) technology, as part of language, is one more observation point for working with the chronotope of addressing and other chronotopes (of the introduction, of theme, of conclusion and motivational texts) in written productions; d) TIET passage through their enunciative position as such, that of the kind of teachers they desire to be and that of someone who were in Basic Education, and this produces the emergence of conflict of TIET and the official discourse about teaching SG and lireracy(ies); and e) gestures of recuperating and anticipating and the action of centripetal and centrifugal forces, as well as that of the authoritarian word and of the internally persuasive word in written production of TIET, give distinct special statuses for different configurations related to writing and also attribute places for subjects, according to the genre: Enems writing exam, college admission exam or academic paper. As language subjects, TIET are situated in the conflict between teaching such as it happens in the instituted order and a teachers way of teaching that act critically regarding this order.

O processo de ensino-aprendizagem na contemporaneidade deve ser motivo de inquietude pelo avanço da tecnologia e pelo perfil dos nativos digitais. O uso de Tecnologias Educacionais Digitais (TED) deve ser inserido no ensino de Ressuscitação Cardiopulmonar (RCP). A American Heart Association (AHA) incentiva o ensino da RCP em diferentes modalidades. Objetivo: Desenvolver TED - videoaula, vídeo de simulação, e instrumentos de avaliação - teórico e prático, sobre RCP no adulto em Suporte Básico de Vida (SBV), com o uso do Desfibrilador Externo Automático (DEA), no ambiente hospitalar. Metodologia: Trata-se de uma pesquisa aplicada e de produção tecnológica desenvolvida na Escola de Enfermagem de Ribeirão Preto da Universidade de São Paulo (EERP/USP). A população foi composta por 16 experts em Urgência e Emergência (UE). Para a avaliação e validação, por meio de instrumentos adaptados, do roteiro/script e storyboard de uma videoaula, roteiro/script e storyboard de um vídeo de simulação, questionário e Exame Clínico Objetivo e Estruturado (OSCE), sobre RCP no adulto em SBV com o uso do DEA em ambiente hospitalar. Para seleção dos expertises foi adotado pontuação mínima de cinco pontos nos critérios de Fehring (1987). Na trajetória metodológica para elaboração dos vídeos foi adotado o modelo proposto por Fleming, Reynolds e Wallace (2009) que consiste em Fase I: Pré-produção, Fase II: Produção e Fase III: Pós-produção. Para elaboração do questionário foi aplicado as regras básicas para elaboração de Questão de Múltipla Escolha (QME) do manual do Conselho Nacional de Examinadores Médicos. O OSCE foi elaborado de acordo com as orientações do Medical Concil of Canadá. As diretrizes da AHA publicadas em 2015 foram a primeira literatura adotada. A pesquisa foi aprovada no Comitê de Ética em Pesquisa (CEP), conforme Resolução 466/2012. Para a apreciação dos dados foi aplicado estatística descritiva e análise de concordância inter-avaliadores por AC1 de Gwet. Categorização da concordância de acordo com Landis e Koch (1997). Os vídeos foram validados em relação ao objetivo, conteúdo, relevância, ambiente, linguagem verbal e inclusão de tópicos. O questionário e OSCE foram validados em relação à organização, objetividade e clareza. Resultados: Os experts são compostos por enfermeiros (100%), predominância do sexo feminino, idade média de 36,56 anos, média de tempo de formação de 12,93 anos, 93,75% com titulação em mestrado, 93,75% com prática clínica em UE no adulto, distribuídos nas regiões Sudeste, Centro-Oeste e Nordeste do Brasil, 62,5% classificados nos critérios de Fehring (1987), com dez ou mais pontos. Todos os itens dos instrumentos de validação registraram predomínio em respostas positivas. Em relação à concordância inter-avaliadores a videoaula foi classificada em \"concordância moderada\", vídeo de simulação em \"concordância considerável\", questionário e OSCE em \"concordância quase perfeita\". A videoaula foi finalizada em 17 minutos e 17 segundos, o vídeo de simulação com 13 minutos e 22 segundos, o questionário com 20 QME e OSCE com 40 itens. Conclusão: O uso de vídeos e a adoção de instrumentos de avaliação adequados no processo de ensinoaprendizagem é um desafio. Por meio da utilização dos objetos validados neste estudo é possível conduzir estratégias de ensino, pesquisa e extensão em contexto contemporâneo e atualizado / The teaching-learning process in the contemporary world must be cause for concern for the advancement of technology and the profile of digital natives. The use of Digital Educational Technologies (DET) should be inserted in the teaching of Cardiopulmonary Resuscitation (CPR). The American Heart Association (AHA) encourages the teaching of CPR in different modalities. Objective: To develop DET - videotape, simulation video, and evaluation instruments - theoretical and practical, on adult CPR in Basic Life Support (BLS), using the Automatic External Defibrillator (AED) in the hospital setting. Methodology: This is an applied research and technological production developed at the Ribeirão Preto Nursing School of the University of São Paulo (EERP / USP). The population was composed of 16 experts in Urgency and Emergency (UE). For the evaluation and validation, through adapted instruments, of the script/screenplay and storyboard of a videotape, script/screenplay and storyboard of a simulation video, questionnaire and Objective and Structured Clinical Examination (OSCE) on adult CPR in BLS with the use of AED in a hospital environment. For selection of the expertises, a minimum score of five points was adopted according to Fehring (1987) criteria. The model proposed by Fleming, Reynolds and Wallace (2009), which consists of Phase I: Pre-production, Phase II: Production and Phase III: Post-production, was adopted. For the preparation of the questionnaire the basic rules for the elaboration of the Multiple Choice Question (MCQ) of the manual of the National Council of Medical Examiners were applied. The OSCE has been developed in accordance with the guidelines of the Medical Council of Canada. The AHA guidelines published in 2015 were the first adopted literature. The research was approved by the Research Ethics Committee (REC), according to Resolution 466/2012. For the evaluation of the data, descriptive statistics and interrater concordance analysis by Gwet\'s AC1 were applied. Categorization of agreement according to Landis and Koch (1997). The videos were validated in relation to the objective, content, relevance, environment, verbal language and inclusion of topics. The questionnaire and OSCE were validated in relation to organization, objectivity and clarity. Results: The experts are composed by nurses (100%), female predominance, mean age of 36.56 years, average training time of 12.93 years, 93.75% with a master\'s degree, 93.75% with clinical practice in the UE in adults, distributed in the Southeast, Midwest and Northeast regions of Brazil, 62.5% classified as Fehring (1987), with ten or more points. All the items of the validation instruments registered a predominance in positive responses. Regarding inter-rater agreement, the videotape was classified as \"moderate agreement\", simulation video in \"considerable agreement\", questionnaire and OSCE in \"nearperfect agreement\". The videotape was finalized in 17 minutes and 17 seconds, the simulation video with 13 minutes and 22 seconds, the questionnaire with 20 MCQ and OSCE with 40 items. Conclusion: The use of videos and the adoption of appropriate assessment tools in the teaching-learning process is a challenge. Through the use of validated objects in this study it is possible to conduct teaching, research and extension strategies in a contemporary and updated context

The time for WIMAX (Worldwide Interoperability for Microwave Access) is coming. Wireless network, a major trend of urban development nowadays, has become a part of modern life. In addition, all the countries have put emphasis on the application of information technology in the field of education. Thus, Ministry of Education in Taiwan actively promotes how to integrate information technology into teaching. In order to combine policies with the development of technology industry, building a wireless teaching environment in junior high schools is now a benchmark of becoming a clever mobile city for Kaohsiung City. As the prosperity of wireless network technology, mobile learning is now the main stream of the ubiquitous society; that is, utilizing modern technology into teaching has become a trend. This research takes the teachers major in humanities and art and the executive directors in the junior high schools in Kaohsiung City as an object of study, probing into the completion of building wireless teaching environments in these schools, the application of wireless network for teaching in the field of humanities and art, and the information literacy in connection with the will to utilize such technology of these teachers. This research bases on Davis¡¦s Technology Acceptance Model, probing into the usefulness, the ease of use and the will to use of teaching with the wireless network with the construction of the wireless environment in the campus and the information literacy of the teachers by the questionnaires. It adopts SPSS15.0 for Windows as well as Amos 7.0 systems to analyze the data and Structural Equation Modeling to proceed to the causal path analysis of the research structure, testing the causal relationship of each variable in this research. At the same time, it uses the data from the questionnaires and the interviews to mutually confirm the conclusion. According to this research, there are five conclusions: 1¡BGender, the seniority of teaching, the function of office and the scale of the school will affect the usefulness, the ease of use, the will to use and the information literacy of teaching with the wireless network. 2¡BSo far the construction of wireless environment of the junior high schools in Kaohsiung city is still not perfect; specifically, only few schools can expand wireless access points by themselves while other schools still maintain 5 access points offered by the Education Bureau. Thus, the access points are installed only in the conference rooms or the special-function classrooms; they are insufficient for the normal classrooms. 3¡BThe teachers in the field of humanities and art generally use internet resources to teach, but many of them can not directly teach on the internet owing to the insufficiency of wireless environment. 4¡BThe information literacy of the teachers has a notably positive effect on the usefulness, the ease of use and the will to use of teaching with the wireless network. 5¡BThe effectiveness of how WIMAX influence the completion of building wireless teaching environment in junior high schools is not so obvious.

Visuomenės pokyčiai, nesustabdoma technologijų plėtra ir įvairovė verčia šiandien naujai žvelgti į mokymą kaip visuotinį procesą. Kinta mokymo koncepcijos, pedagoginės nuostatos, tikslai bei mokymo metodai. Šiuolaikines informacines priemones ir technologijas skatinama vartoti visuose mokomojo proceso lygmenyse, mokant ir besimokant įvairių dalykų. Informacinės ir komunikacinės technologijos taikomos ugdymo procese siekiant, kad ir mokymas, ir mokymasis kokybiškai pakistų, kad iš esmės pagerėtų mokyklų, mokytojų ir mokinių edukacinės veiklos efektyvumas, o pats mokymo procesas taptų patrauklesnis besimokančiajam, suteiktų daugiau galimybių. Atliekant, Utenos pagrindinių mokyklų mokytojų kompiuterizuoto mokymo metodų taikymo edukacinėje praktikoje, tyrimą buvo nustatyta, kokius kompiuterizuoto mokymo metodus mokytojai taiko, įvertintas šių metodų taikymo edukacinėje praktikoje veiksmingumas, palyginti mokyklų vadovų ir mokytojų požiūriai į kompiuterizuoto mokymo metodus, atskleidžiant jų privalumus ir įvardijant pagrindines problemas. Apibendrinant tyrimo rezultatus paaiškėjo, kad mokytojai dažniausiai taiko kompiuterizuotus informacinius teikiamuosius ir atgaminamuosius bei operacinius praktinius metodus, o silpniausiai mokytojų įvaldyti ir mažiausiai naudojami yra kompiuterizuoti kūrybiniai metodai, kurie formuoja savarankišką ir kūrybingą asmenybę. Taikydami kompiuterizuoto mokymo metodus ugdyme, mokytojai kompiuterį vertina, kaip mokymo priemonę, o kompiuterizuoti mokymo... [toliau žr. visą tekstą] / Changes in society, variety of technology tools force us to look at teaching process differently. Teaching concepts, pedagogical preferences, teaching goals and methods have been changing during the years. Modern information technologies are very important for effective learning and efficient education services and they have to be integrated into educational system. It is widely acknowledged that information and communication technologies are providing new ways of education in order to improve quality of teaching and learning. It is important that educational process itself would become more attractive and provide more possibilities to learners. The research was carried out in Utena basic schools in order to find out what technology-based teaching methods are used in educational process. Effectiveness of computer-aided learning was evaluated, technology-based teaching methods from the standpoints of headmasters’ and teachers’ were compared, the main advantages and disadvantages were discussed in this work. Research has indicated that teachers commonly apply computer-based rendering, recall and practical methods, meanwhile computer-based creative methods that focus on exploring ideas, generating possibilities and encouraging independent thinking are used less. According to teachers, computer-based methods are effective to render, model and review teaching resources as well as apply gained knowledge in new situations. Both headmasters and teachers agree that computer-based... [to full text]

O processo de ensino-aprendizagem na contemporaneidade deve ser motivo de inquietude pelo avanço da tecnologia e pelo perfil dos nativos digitais. O uso de Tecnologias Educacionais Digitais (TED) deve ser inserido no ensino de Ressuscitação Cardiopulmonar (RCP). A American Heart Association (AHA) incentiva o ensino da RCP em diferentes modalidades. Objetivo: Desenvolver TED - videoaula, vídeo de simulação, e instrumentos de avaliação - teórico e prático, sobre RCP no adulto em Suporte Básico de Vida (SBV), com o uso do Desfibrilador Externo Automático (DEA), no ambiente hospitalar. Metodologia: Trata-se de uma pesquisa aplicada e de produção tecnológica desenvolvida na Escola de Enfermagem de Ribeirão Preto da Universidade de São Paulo (EERP/USP). A população foi composta por 16 experts em Urgência e Emergência (UE). Para a avaliação e validação, por meio de instrumentos adaptados, do roteiro/script e storyboard de uma videoaula, roteiro/script e storyboard de um vídeo de simulação, questionário e Exame Clínico Objetivo e Estruturado (OSCE), sobre RCP no adulto em SBV com o uso do DEA em ambiente hospitalar. Para seleção dos expertises foi adotado pontuação mínima de cinco pontos nos critérios de Fehring (1987). Na trajetória metodológica para elaboração dos vídeos foi adotado o modelo proposto por Fleming, Reynolds e Wallace (2009) que consiste em Fase I: Pré-produção, Fase II: Produção e Fase III: Pós-produção. Para elaboração do questionário foi aplicado as regras básicas para elaboração de Questão de Múltipla Escolha (QME) do manual do Conselho Nacional de Examinadores Médicos. O OSCE foi elaborado de acordo com as orientações do Medical Concil of Canadá. As diretrizes da AHA publicadas em 2015 foram a primeira literatura adotada. A pesquisa foi aprovada no Comitê de Ética em Pesquisa (CEP), conforme Resolução 466/2012. Para a apreciação dos dados foi aplicado estatística descritiva e análise de concordância inter-avaliadores por AC1 de Gwet. Categorização da concordância de acordo com Landis e Koch (1997). Os vídeos foram validados em relação ao objetivo, conteúdo, relevância, ambiente, linguagem verbal e inclusão de tópicos. O questionário e OSCE foram validados em relação à organização, objetividade e clareza. Resultados: Os experts são compostos por enfermeiros (100%), predominância do sexo feminino, idade média de 36,56 anos, média de tempo de formação de 12,93 anos, 93,75% com titulação em mestrado, 93,75% com prática clínica em UE no adulto, distribuídos nas regiões Sudeste, Centro-Oeste e Nordeste do Brasil, 62,5% classificados nos critérios de Fehring (1987), com dez ou mais pontos. Todos os itens dos instrumentos de validação registraram predomínio em respostas positivas. Em relação à concordância inter-avaliadores a videoaula foi classificada em \"concordância moderada\", vídeo de simulação em \"concordância considerável\", questionário e OSCE em \"concordância quase perfeita\". A videoaula foi finalizada em 17 minutos e 17 segundos, o vídeo de simulação com 13 minutos e 22 segundos, o questionário com 20 QME e OSCE com 40 itens. Conclusão: O uso de vídeos e a adoção de instrumentos de avaliação adequados no processo de ensinoaprendizagem é um desafio. Por meio da utilização dos objetos validados neste estudo é possível conduzir estratégias de ensino, pesquisa e extensão em contexto contemporâneo e atualizado / The teaching-learning process in the contemporary world must be cause for concern for the advancement of technology and the profile of digital natives. The use of Digital Educational Technologies (DET) should be inserted in the teaching of Cardiopulmonary Resuscitation (CPR). The American Heart Association (AHA) encourages the teaching of CPR in different modalities. Objective: To develop DET - videotape, simulation video, and evaluation instruments - theoretical and practical, on adult CPR in Basic Life Support (BLS), using the Automatic External Defibrillator (AED) in the hospital setting. Methodology: This is an applied research and technological production developed at the Ribeirão Preto Nursing School of the University of São Paulo (EERP / USP). The population was composed of 16 experts in Urgency and Emergency (UE). For the evaluation and validation, through adapted instruments, of the script/screenplay and storyboard of a videotape, script/screenplay and storyboard of a simulation video, questionnaire and Objective and Structured Clinical Examination (OSCE) on adult CPR in BLS with the use of AED in a hospital environment. For selection of the expertises, a minimum score of five points was adopted according to Fehring (1987) criteria. The model proposed by Fleming, Reynolds and Wallace (2009), which consists of Phase I: Pre-production, Phase II: Production and Phase III: Post-production, was adopted. For the preparation of the questionnaire the basic rules for the elaboration of the Multiple Choice Question (MCQ) of the manual of the National Council of Medical Examiners were applied. The OSCE has been developed in accordance with the guidelines of the Medical Council of Canada. The AHA guidelines published in 2015 were the first adopted literature. The research was approved by the Research Ethics Committee (REC), according to Resolution 466/2012. For the evaluation of the data, descriptive statistics and interrater concordance analysis by Gwet\'s AC1 were applied. Categorization of agreement according to Landis and Koch (1997). The videos were validated in relation to the objective, content, relevance, environment, verbal language and inclusion of topics. The questionnaire and OSCE were validated in relation to organization, objectivity and clarity. Results: The experts are composed by nurses (100%), female predominance, mean age of 36.56 years, average training time of 12.93 years, 93.75% with a master\'s degree, 93.75% with clinical practice in the UE in adults, distributed in the Southeast, Midwest and Northeast regions of Brazil, 62.5% classified as Fehring (1987), with ten or more points. All the items of the validation instruments registered a predominance in positive responses. Regarding inter-rater agreement, the videotape was classified as \"moderate agreement\", simulation video in \"considerable agreement\", questionnaire and OSCE in \"nearperfect agreement\". The videotape was finalized in 17 minutes and 17 seconds, the simulation video with 13 minutes and 22 seconds, the questionnaire with 20 MCQ and OSCE with 40 items. Conclusion: The use of videos and the adoption of appropriate assessment tools in the teaching-learning process is a challenge. Through the use of validated objects in this study it is possible to conduct teaching, research and extension strategies in a contemporary and updated context

The aim of this thesis is to explore the factors influencing the usage of modern technologies in teaching Mathematics. Modern technologies have been gradually earning their place in Czech schooling for a while now, but they are not always used in the way we might expect. To address such a question, upon consulting various literary sources, this thesis presents a model of factors which influence the usage of technologies in teaching Mathematics and aims to answer the following questions. What factors influence the intended usage of technologies in teaching Mathematics? How do these factors influence the intended usage of technologies in teaching Mathematics? What are the differences between the intended usage and the real usage and what factors influence them? How do these factors influence the real usage in teaching Mathematics? The individual factors have been further explored by a multiple-case study of three Czech Mathematics teachers during their teaching and subsequential interviews. It was the form of a multiple-case study which allowed for deeper observation of the mutual relationships between the individual factors in teachers with very different approaches to teaching and modern technologies. The differences between the considered cases then provided an insight into what could help...

Made available in DSpace on 2016-04-29T13:17:54Z (GMT). No. of bitstreams: 1 Gisele de Lima Fernandes Ribeiro.pdf: 895839 bytes, checksum: b953eb0cce4caa6187e102d48f128a79 (MD5) Previous issue date: 2014-08-29 / Skinner, in the book The Techonology of Teaching (1968), introduces guiding principles for a teaching program that leads to a behavior changing of the student towards the expected objectives. In order to analyze how the principles, established in the late sixties and still studied nowadays by behavior analysts, could contribute to distance education, a type of teaching that although it is not recent, has been developing a lot lately, this study, based on the investigation of a teaching method applied to an online subject of a regular undergraduate course, proposes a teaching method for distance education based on the principles of the teaching program proposed by Skinner. This study was developed in distinct phases. In the first one, based on the description of the teaching methodology of the subject taught through distance education, there was the detailing of its constituents elements, evaluation activities and the suggested path for their achievement. The comparison between the teaching proposal and the implementation of one of its teaching units was performed in the second phase of the study. In the following stage, the teaching proposal was analyzed according to the principles considered by Skinner as necessary for the planning of contingency which leads to the behavior changing of the student towards the expected objectives. In the fourth phase, the results were evaluated from the point of view of the students learning and in the fifth phase, the relation between these results and the specific characteristics of the unit program were analyzed. Finally, in the sixth phase, proposals for adjusting the contingencies in the teaching unit analyzed were made, covering the principles defended by Skinner for the teaching programming. Alternative proposals were made considering the institution possible limitations as well as any legislation impossibilities. Based on the results obtained, it is discussed that the application of the principles proposed by Skinner 50 years ago for distance education demonstrates the usefulness and the relevance of these principles for the teaching planning and that they can be effectively applied to this teaching type. It is also discussed that the technological resources, commonly used in this type of education, contribute to the application of what Skinner devised in the late sixties / Skinner, no livro Tecnologia do Ensino (1968), apresenta princípios norteadores para uma programação de ensino que leve à mudança do comportamento do estudante na direção dos objetivos propostos. Com o intuito de analisar como esses princípios, instituídos no final da década de 60, e estudados até hoje por analistas do comportamento, poderiam contribuir com a educação a distância, uma modalidade de ensino, que embora não seja recente, tem se desenvolvido muito nos últimos anos, o presente trabalho, a partir da investigação de um método de ensino utilizado em uma disciplina on-line de um curso de graduação presencial, propôs um método de ensino para a modalidade a distância pautada nas características da programação de ensino proposta por Skinner. O trabalho foi desenvolvido em fases distintas. A primeira, caracterizada pela descrição da metodologia de ensino da disciplina ministrada na modalidade a distância, se deu a partir do detalhamento de seus elementos constituintes, das atividades avaliativas e do percurso sugerido para sua realização. A comparação entre a proposta de ensino e como de fato se deu a implementação de uma de suas unidades de ensino foi realizada na segunda fase do trabalho. Na fase seguinte analisou-se a proposta da unidade de ensino de acordo com os princípios considerados por Skinner como necessários para o planejamento de contingências que levem à mudança do comportamento do estudante na direção dos objetivos estabelecidos. Na quarta fase, avaliaram-se, então, os resultados da unidade de ensino do ponto de vista da aprendizagem dos estudantes e na quinta fase, analisou-se a relação desses resultados com as características específicas da programação da unidade. Finalmente, na sexta fase, foram feitas propostas de adaptação das contingências dispostas na unidade de ensino analisada, contemplando-se os princípios defendidos por Skinner para a programação de ensino. Propostas alternativas foram feitas, considerando-se possíveis limites impostos pelas condições da instituição, bem como aqueles impostos pela legislação vigente. A partir dos resultados obtidos discute-se que a aplicação dos princípios propostos por Skinner, há cerca de meio século, na educação a distância, evidencia a utilidade e a atualidade destes princípios para o planejamento do ensino, e que estes podem ser empregados de maneira efetiva nesta modalidade de ensino. Discute-se, ainda, que os recursos tecnológicos, comumente utilizados nesta modalidade, contribuem para aplicação do que Skinner idealizou no final da década de 60