This study produced a theoretically grounded model of professional development suited for supporting teachers in Hong Kong to embed Information and Communication Technologies into the Primary School Curriculum. The model was developed and tested over two years through an intervention based on participatory action research involving school staff and the researcher as a critical friend. The model was tested through the analysis of extensive qualitative and quantitative analysis of teacher behaviours and curricular documents. Teachers' beliefs and practices were found to change significantly during the first year of the project and were further refined during the second year. Leadership, collegial support, physical infrastructure, teacher self-efficacy, and technical knowledge were identified as the most important factors underpinning the successful implementation of the program. The model addresses these factors and has considerable potential to impact on educational practice involving ICT in the Hong Kong context.

Orientador: Roberto Nardi / Banca: Aguinaldo Robinson de Souza / Banca: Eduardo Adolfo Terrazzan / Banca: Fernanda Ostermann / Banca: Miriam Celí Pimentel Porto Foresti / Resumo: Apresentam-se os resultados de uma pesquisa sobre a construção de conceitos de Física Moderna e sobre a natureza da Ciência com o apoio da hipermídia, que envolveu a produção e avaliação de um software educacional. A proposta didática fundamentou-se na Teoria da Aprendizagem de Ausubel, em orientações para a implementação de sistemas hipermídia educacionais e em abordagens derivadas da pesquisa em Ensino de Ciências, dentre as quais o enfoque Ciência- -Tecnologia-Sociedade, ponderações quanto à importância pedagógica da História e Filosofia da Ciência e considerações sobre a inserção de Física Moderna no Ensino Médio. O programa foi avaliado por pesquisadores de Ensino de Física e licenciandos de Física e, após a incorporação de algumas sugestões realizadas, foi testado por estudantes do terceiro ano do Ensino Médio de uma escola pública. Foram obtidos indícios de que o uso do computador foi fator de motivação dos estudantes; a diversidade de elementos de mídia auxiliou-os a fixar a atenção sobre o conteúdo e favoreceu a visualização e interpretação dos fenômenos, facilitando ainda o raciocínio; o hipertexto estruturado em conformidade com princípios ausubelianos contribuiu para a percepção da relação entre os conceitos e ajudou no desenvolvimento de subsunçores para apoiar a aprendizagem subseqüente. Constatou-se que a proposta didática avaliada favoreceu a evolução das concepções da maior parte dos estudantes quanto ao conceito de equivalência massa-energia e suas implicações; às relações entre Ciência, Tecnologia e Sociedade, incluindo aspectos ambientais e políticos; ao papel da Ética no desenvolvimento e aplicação dos conhecimentos científicos; ao progresso da Ciência ao longo do tempo. / Abstract: The results of a research on the construction of concepts of Modern Physics and on the nature of Science with the support of hypermedia, that involved the production and evaluation of an educacional software, are presented. The didactic proposal was based on the Learning Theory of Ausubel, on orientations for the implementation of educational hypermedia systems and on approaches derived from the research in Science Teaching, among which are the Science- -Technology-Society focus, the reflections on the pedagogical importance of the History and Philosophy of Science, and the considerations about Modern Physics insertion in the High School. The program was evaluated by researchers of the area of Physics Teaching and undergraduate students in Physics Teaching and, after the incorporation of some of the suggestions done, it was tested by students of the third year of high school of a public school. Indications were obtained that the use of the computer was a factor of students’ motivation; the diversity of media elements helped them to set attention to the content and contributed to phenomena visualization and interpretation, also facilitating reasoning; the hypertext structured in accordance with the ausubelian principles contributed to the perception of the relationship among the concepts and helped with the development of subsumers to support subsequent learning. It was verified that the evaluated didactic proposal facilitated the evolution of the conceptions of most of the students regarding the concept of mass-energy equivalence and its implications; the relationships among Science, Technology and Society, including environmental and political aspects; the role of Ethics in the development and application of the scientific knowledge; the progress of the Science along the time. / Doutor

Made available in DSpace on 2014-06-11T19:31:40Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-04-13Bitstream added on 2014-06-13T20:02:39Z : No. of bitstreams: 1 machado_di_dr_bauru.pdf: 1413065 bytes, checksum: aba31fec513c9cd7f02a2a41c6f84b12 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Apresentam-se os resultados de uma pesquisa sobre a construção de conceitos de Física Moderna e sobre a natureza da Ciência com o apoio da hipermídia, que envolveu a produção e avaliação de um software educacional. A proposta didática fundamentou-se na Teoria da Aprendizagem de Ausubel, em orientações para a implementação de sistemas hipermídia educacionais e em abordagens derivadas da pesquisa em Ensino de Ciências, dentre as quais o enfoque Ciência- -Tecnologia-Sociedade, ponderações quanto à importância pedagógica da História e Filosofia da Ciência e considerações sobre a inserção de Física Moderna no Ensino Médio. O programa foi avaliado por pesquisadores de Ensino de Física e licenciandos de Física e, após a incorporação de algumas sugestões realizadas, foi testado por estudantes do terceiro ano do Ensino Médio de uma escola pública. Foram obtidos indícios de que o uso do computador foi fator de motivação dos estudantes; a diversidade de elementos de mídia auxiliou-os a fixar a atenção sobre o conteúdo e favoreceu a visualização e interpretação dos fenômenos, facilitando ainda o raciocínio; o hipertexto estruturado em conformidade com princípios ausubelianos contribuiu para a percepção da relação entre os conceitos e ajudou no desenvolvimento de subsunçores para apoiar a aprendizagem subseqüente. Constatou-se que a proposta didática avaliada favoreceu a evolução das concepções da maior parte dos estudantes quanto ao conceito de equivalência massa-energia e suas implicações; às relações entre Ciência, Tecnologia e Sociedade, incluindo aspectos ambientais e políticos; ao papel da Ética no desenvolvimento e aplicação dos conhecimentos científicos; ao progresso da Ciência ao longo do tempo. / The results of a research on the construction of concepts of Modern Physics and on the nature of Science with the support of hypermedia, that involved the production and evaluation of an educacional software, are presented. The didactic proposal was based on the Learning Theory of Ausubel, on orientations for the implementation of educational hypermedia systems and on approaches derived from the research in Science Teaching, among which are the Science- -Technology-Society focus, the reflections on the pedagogical importance of the History and Philosophy of Science, and the considerations about Modern Physics insertion in the High School. The program was evaluated by researchers of the area of Physics Teaching and undergraduate students in Physics Teaching and, after the incorporation of some of the suggestions done, it was tested by students of the third year of high school of a public school. Indications were obtained that the use of the computer was a factor of students motivation; the diversity of media elements helped them to set attention to the content and contributed to phenomena visualization and interpretation, also facilitating reasoning; the hypertext structured in accordance with the ausubelian principles contributed to the perception of the relationship among the concepts and helped with the development of subsumers to support subsequent learning. It was verified that the evaluated didactic proposal facilitated the evolution of the conceptions of most of the students regarding the concept of mass-energy equivalence and its implications; the relationships among Science, Technology and Society, including environmental and political aspects; the role of Ethics in the development and application of the scientific knowledge; the progress of the Science along the time.

Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-09-26T19:52:41Z No. of bitstreams: 1 TeseABL.pdf: 2899150 bytes, checksum: 814b0a01a3ef96b70f83fe3c0b8628b2 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T19:41:06Z (GMT) No. of bitstreams: 1 TeseABL.pdf: 2899150 bytes, checksum: 814b0a01a3ef96b70f83fe3c0b8628b2 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-09-27T19:41:12Z (GMT) No. of bitstreams: 1 TeseABL.pdf: 2899150 bytes, checksum: 814b0a01a3ef96b70f83fe3c0b8628b2 (MD5) / Made available in DSpace on 2016-09-27T19:41:18Z (GMT). No. of bitstreams: 1 TeseABL.pdf: 2899150 bytes, checksum: 814b0a01a3ef96b70f83fe3c0b8628b2 (MD5) Previous issue date: 2015-03-11 / The contribution of Behavior Analysis is useful for teachers, primarily the studies about principles of behavior. The goal of this doctoral was to describe the construction and implementation of an extension course for teachers in training from a context not yet explored in national literature: Distance Education. Article 1 presents the process of construction of an extension course designed to teach some principles of behavior - reinforcement, punishment and extinction -, having as target audience student teachers of the undergraduate degree in Pedagogy of the Open University System of Brazil. The activities proposed for the extension course were drawn from the preliminary identification of behavioral-objectives. There were ten tasks and five teaching conditions. Some aspects of the data are discussed, such as the number of registered participants and evasion. Article 2 aims to evaluate the teaching of the concepts of reinforcement, punishment and extinction for six participants from Article 1, considering three activities and two teaching conditions of the extension course. In order to analyze the data, we have considered the rate of occurrence of three thematic groups: 1) To identify or describe the concept of reinforcement; 2) To identify or describe the concept of punishment; 3) To identify or describe the procedure of extinction. The results showed that the learning conditions were sufficient to teach reinforcement for all participants. However, the concepts of punishment and extinction reached only part of the participants, indicating a need to revise the conditions of teaching. This thesis contains, in addition to the two articles, a section for discussion of the data of eleven participants approved in the extension course. This work opens a new research front, approaching the technologies of teaching developed by behavior analysts in Distance Education and its contributions to the field of Education. / As contribuições da Análise do Comportamento podem ser úteis para profissionais da Educação, principalmente o conhecimento sobre princípios do comportamento. O objetivo principal desta tese foi descrever a construção e implementação de um curso de extensão para professores em formação num contexto ainda não explorado na literatura nacional: a modalidade da Educação a Distância. No artigo 1, foi apresentado a construção do curso de extensão para ensinar alguns princípios do comportamento – reforço, punição e extinção - para professores em formação do curso de graduação em Pedagogia da Universidade Aberta do Brasil. As atividades propostas para o curso de extensão foram elaboradas a partir da identificação preliminar dos comportamentos-objetivo, sendo dez tarefas e cinco condições de ensino. São discutidos alguns dados do curso, como números de participantes inscritos e a evasão. O artigo 2 teve como objetivo avaliar como foi o ensino dos conceitos de reforço, punição e extinção para seis participantes do Programa de Ensino descrito no artigo 1. Foi feito um recorte, considerando três atividades e duas condições de ensino do curso de extensão. Para análise dos dados, foi identificada a ocorrência de três núcleos temáticos, derivados dos comportamentos-objetivos: 1) Identificar ou descrever o conceito ‘reforço’; 2) Identificar ou descrever o conceito ‘punição’; 3) Identificar ou descrever o ‘procedimento de extinção’. Os resultados mostraram que as condições de ensino foram suficientes para ensinar o conceito de reforço para todos os participantes, porém para os conceitos de punição e extinção foi suficiente apenas para parte dos participantes, indicando a necessidade de revisão das condições de ensino. A tese contém, além destes dois artigos, uma seção adicional para discussão dos dados de onze participantes que foram aprovados no curso de extensão. Este trabalho inaugura uma nova frente de investigação, buscando aproximar as tecnologias de ensino desenvolvidas por analistas do comportamento na Educação a Distância e suas contribuições para a área da Educação.

Inledning: Digitaliseringen utvecklas och förändras konstant och är en process som påverkar organisationer och har förändrat samhället mest sedan industrialiseringen. En organisation som fyller en viktig funktion är skolan då en av skolans uppgifter är att bidra till att alla kan dra nytta av digitaliseringen. Förändringar skapar ofta både möjligheter och förutsättningar men de skapar även ett motstånd. I skolorganisationer är det vanligt att lärare motsätter sig förändringar på grund av rädsla för det okända, till exempel att gamla rutiner bryts. Då digitalisering anses vara en vanligt förekommande förändringsprocess ställer det krav på individer såväl i ledande befattningar men likväl i operativa befattningar. Förändringar som rör digital teknik kan motsägas av lärare på grund av sviktande acceptans till användandet av digital teknik i undervisningen. Studiens frågeställning är: - Hur kan rektorer i gymnasieskolor hantera förändringsmotstånd gällande digital teknik i undervisningen? Teoretisk referensram: Den teoretiska referensramen utgörs av centrala komponenter för uppsatsens problemområde såsom förändringsarbete, förändringsmotstånd, kommunikation och förändringsledning. Metod: Denna uppsats bygger på en kvalitativ metod där semistrukturerade intervjuer genomförts med åtta rektorer och en lärare på sex olika gymnasieskolor i Skaraborg. Slutsats: Uppsatsen ger förslag på en modell som tagits fram som ett stöd för rektorer inom skolorganisationer. Modellen är användbar i en förändringsprocess i syfte att undvika men även hantera ett förändringsmotstånd. / Introduction: Digitalisation is constantly evolving and changing and is a process that affects organisations and has changed society most since industrialisation. An organisation that fulfills an important function is the school as one of the school's tasks is to help everyone to benefit from the digitalisation. Changes often create both opportunities and prerequisites, but they also create resistance. In school organisations, it is common for teachers to resist change because of fear of the unknown, for example that old routines are broken. Since digitalisation is considered to be a commonly occurring change process, it places demands on individuals both in leading positions as well in operational positions. Changes related to digital technology can be contradicted by teachers because of failing acceptance of the use of digital technology in teaching. The study's question is: - How can principals in upper secondary schools handle change resistance regarding digital technology in teaching? Theoretical frame of reference: The theoretical frame of reference consists of central components of this paper’s problem area such as change work, change resistance, communication and change management. Method: This paper is based on a qualitative method in which semi-structured interviews are conducted with eight principals and a teacher at six different upper secondary schools in Skaraborg. Conclusion: The paper proposes a model that has been developed as a support for principals within school organisations. The model is useful in a change process in order to avoid but also handle a change resistance.

His master's thesis I've divided into three parts, theoretical, practical and empirical. The theoretical part deals with the teaching of geography, educational technology and teaching aids, museum pedagogy, individual educational specificities of schools and museums and how should cooperation look like, what role in it plays the personality of the museum educator and what it is for a school and a museum benefit. And last but not least the literature, which is in my opinion an important element in the teaching of geography. In the practical part, I have described a realization of a project in which it is used didactic technology, a collaboration with the museum and work with literature. The empirical part is focused on research in basic schools in the field of educational technology. The key concepts on which the research is based, such as: modern didactic techniques, working with modern educational technology, the perception of educational technology as a means to the realization of the teaching.

This graduate research thesis describes how to use interactive whiteboards during physics classes in primary school. The thesis focuses on the method and way how to integrate this equipment into classes. Furthermore, there are evaluations of educational applications for this equipment on the Internet and examples of how teachers have incorporated this application into their classes. In addition, this work is supported by research undertaken at selected middle schools in the South Bohemia. The whole work includes videos of this technology being used during physic lectures and own digital learning materials.

1 EINLEITUNG Nachdem in den vergangenen Jahren die Bedeutung von Web 2.0-Anwendungen neben dem privaten vor allem auch für den unternehmerischen Bereich untersucht wurde [18], werden seit einiger Zeit auch Einsatzmöglichkeiten in Forschung und Lehre berücksichtigt. Wagner und Schroeder zufolge ermöglicht die Nutzung von Web 2.0-Anwendungen die gemeinsame Schaffung von Inhalten im Internet, die häufigen und unvorhergesehenen Änderungen unterliegen [24]. Viele dieser Anwendungen sind hedonistisch [10] und im privaten Internetnutzungsverhalten von Studenten weit verbreitet [27]. Bereits 2009 hatten Kane und Fichman gefordert, die Möglichkeiten, die die neuen webbasierten Technologien als IT-basierte Kooperationswerkzeuge für den Umgang von Studierenden, Lehrenden und Forschern unter- und miteinander bieten, stärker zu untersuchen [14]. Erste Studien haben sich seitdem mit dem studentischen Arbeitsalltag, in dem Web 2.0 eingesetzt wird, um Kursinhalte unter Kommilitonen zu besprechen und zu verarbeiten [17] oder um gemeinschaftliches Lernen besser zu gestalten [15,16] beschäftigt. Weitere Untersuchungen widmen sich sozialpsychologischen Aspekten, wie z.B. der Frage, wie sich Studierende durch Web 2.0 schneller an das Universitätsleben gewöhnen können [4] oder welche Rolle soziale Netzwerkseiten, wie z.B. Facebook, bei der Formung der studentischen Identität spielen [22]. Die Frage, wie Unterrichtende Web 2.0-Anwendungen nutzen können, um ihre Lehrinhalte zu unterstützen, wurde ebenfalls adressiert [7], wobei insbesondere die Anpassung bestehender Anwendungen auf Unterrichtsbedürfnisse im Mittelpunkt stand [9]. [...]

This study aims to gain deeper insights in digital technology supported teaching in Swedish early childhood education (ECE) settings. Introduction of digital goals in Swedish ECE curriculum obliges preschool teachers to integrate digital technologies into educational practices and calls for a relevant definition and a defined content for this teaching area. By examining teachers’ perspectives, this thesis contributes to obtaining valuable experience-based knowledge that can eventually fill the existing research gap.   In a curriculum context, digital technologies have traditionally been associated with technology as a teaching tool, while digital goals (i.e., training children’s digital competence) redefine technology as a teaching content. However, integrating digital technologies in educational practices is still reported to be a challenge, and preschool teachers demonstrate ambivalent attitudes towards use of digital technologies in play-based pedagogy. Previous research has shown that to embed technologies in preschool practices, teachers need to enhance their technological knowledge, which involves a complex coupling between technical knowledge and pedagogical expertise. In the study, eleven preschool teachers were interviewed. A phenomenographic approach was used to identify and analyze the teachers’ conceptions. As a result, several categories related to digital technology use were discerned in teachers’ descriptions. Teaching situations were identified within both planned and spontaneous activities whilst activities for entertainment, relaxation and staff relief were referred to as mere “media consumption”. Paradoxically, nearly all teachers define digital technology supported teaching as a goal-directed, planned and adult-led activity. However, plenty of examples given by the teachers show that situations originating from spontaneous use of digital technology, particularly tablets, play an essential role in everyday teaching practices. Such a rigid understanding of the teaching concept on a definition level may have a counterproductive effect on ECE task with a traditional focus on child-initiated, spontaneous activities.  Other findings show that various combinations of hard- and software (apps) may offer teachers multiple teaching options. However, lack of time and technical knowledge in one group of teachers is reported to lead to a scarce use of technologies. In most examples, digital technology is described as a teaching tool for training language, science, mathematics, or arts, while technology as a content is seen as a challenging task and focuses mainly on introducing programmable toys. The teachers describe several examples where technology does not align with their didactic intentions. However, tablet with Google Search is the technology that demonstrates both frequent and organic use. Providing immediate answers on the screen, tablets enable to capture children’s spontaneous questions and, at the same time, support teachers’ educational goals. The preschool teachers’ critical observations and didactic value judgements can contribute with a more nuanced view on what a particular digital technology makes possible in a certain teaching situation.   Key words: early childhood education (ECE), preschool, digital technology supported teaching, digital competence, tablet, phenomenography, teachers’ beliefs. / Studiens syfte är att bidra med fördjupad kunskap om undervisning relaterad till digitala tekniker i förskolan. Två uppdrag i den reviderade läroplanen Lpfö18 – undervisningsuppdraget och digitaliseringsuppdraget ­­- innebär att alla förskollärare har ansvar för att organisera undervisning som inkluderar digitala tekniker. Vad som ingår i denna undervisning och hur den ska bedrivas är dock inte självklart. Genom att undersöka förskollärares perspektiv kan studien bidra med att mejsla ut professionskunskap i detta innehållområde och ge viktiga insikter för både praktiken och den fortsatta forskningen.     Den digitala teknikens funktioner i förskolans läroplan formuleras på två skilda kvalitativa sätt: som ett verktyg för att nå ett visst mål eller som ett mål i sig, i syfte att utveckla barns digitala kompetens. Förskolan och digitala tekniker kan beskrivas ha en ”problematisk relation” där många förskollärare fortfarande känner sig oförberedda och tveksamma inför integreringen av digital teknik i lekbaserad pedagogik. Tidigare forskning visar att förskollärare behöver både teknisk och didaktisk kompetens kring användandet av en viss teknik.  Studien utgår från den fenomenografiska ansatsen som ett sätt att närma sig fenomenet undervisning relaterad till digitala tekniker i förskolan och baseras på intervjuer med 11 förskollärare. Flera kategorier har urskilts som representerar hur undervisning och andra aktiviteter relaterade till digitala tekniker beskrivs av förskollärarna på kvalitativt olika sätt.  Undervisningssituationer identifierades inom både planerade och spontana aktiviteter medan underhållande, avkopplande och avlastande aktiviteter uppfattades endast som tidsfördrift och ”konsumtion” av digital teknik. Förskollärares definition av undervisning relaterad till digitala tekniker som en målstyrd, planerad och vuxenledd aktivitet står i stark konstrast till många exempel där det återkommande lyfts spontana aktiviteter. En sådan rigid förståelse av begreppet undervisning i förskolan kan verka kontraproduktivt och bidra till en skolifiering av förskolan.  Ett annat resultat visar att olika kombinationer av hård- och mjukvaror (appar) i olika sammanhang erbjuder varierande, multipla användningsområden i undervisningen. Samtidigt uppges brist på tid och teknisk kunskap orsaka en begränsad användning av teknik i en grupp lärare. Medan digitala tekniker som ett verktyg beskrivs med fördel användas i naturvetenskapliga projekt, skapande och språkarbete, refererar de flesta förskollärare endast till programmerbara robotar som exempel på digitala tekniker som ett mål, vilket endast utgör en del i det arbetet. Studiens resultat visar att digitala tekniker inte alltid lyckas ge stöd åt förskollärarnas didaktiska målsättningar. Samtidigt är datorplatta med sökmotor Google ett exempel på teknik som både används frekvent och organiskt, dvs. i harmoni med barnens idéer och förskollärarens didaktiska intentioner. Med hjälp av sökmotorn får förskollärare och barn en omedelbar tillgång till information vilket skapar ett konstant flöde av barnens spontana frågor och svar från datorplattan som kan läsas eller visas direkt. Studiens resultat innebär att förskollärares observationer och kritiskt didaktiska reflektioner kan ligga till grund för vad som faktiskt blir möjligt att erbjuda barn i undervisning.

This master's thesis Multimedia support of teaching mathematics aims at supporting teachers in introducing innovations in teaching and support in their own teaching materials. It is dedicated to supporting the pupil in self-education. It also serves as an overview of selected resources to support the use of technology and software in teaching. This master's thesis includes examples of the use of mathematical programs in mathematics classes, and a proposal to engage pupils in teaching, by implementing the "Teach Your Fellow" project, which aims to create learning videos for pupils.