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<p> <p>&nbsp / </p> </p> <p align="left">Within a context of rapid technological change and shifting market conditions, the South African education system is challenged with providing increased education opportunities without increased budgets. Many educational institutions are answering the challenge without increased budgets. Several educational institutions are answering the challenge by developing distance education programs through information technology, but in the case of one institution, strategic intentions involving information technology and distance learning have not been fulfilled. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance. Technology, often in combination with face-to-face communication, can be used to bridge instructional gaps. It can be argued that modes of teaching and learning are changing, and we must redefine what is meant by the word &ldquo / student&rdquo / . For example: what should we really call an adult involved in life long learning? The term &ldquo / student&rdquo / seems inappropriate. These types of programs can provide adults with a second chance at tertiary education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment. The aim of this research is to determine and understand the growing role of information technology in promoting quality assurance in higher education, and in expanding the education opportunities and workplace learning through the use of distance learning. This work investigates how distance learning can be improved by making use of IT with <font face="Times-Roman" size="3">particular regard to the underprivileged, and the potential contribution to national transformation. This is summarized in the research question: </font><i><font face="Times-Italic" size="3"><font face="Times-Italic" size="3">&ldquo / How can we improve distance learning in South Africa with emerging technologies?&rdquo / </font></font><font face="Times-Roman" size="3">&nbsp / review of the literature, interviews with experts, and reviews of conference papers provided the principle inputs. The academic literatures were supplemented by studies of papers from the Department of Education and other non-academic sources. Based on the reading of the literature, and the views of experts, questionnaires and field experiments were designed and applied to a statistically significant population of respondents. A combination of statistical analysis and content analysis of open questions from the questionnaires lead to comparative evidence about different learning styles and different communities of learners, and the extent to which different learning styles are effective for the different kinds of learners.</font></i></p>

<p> <p>&nbsp / </p> </p> <p align="left">Within a context of rapid technological change and shifting market conditions, the South African education system is challenged with providing increased education opportunities without increased budgets. Many educational institutions are answering the challenge without increased budgets. Several educational institutions are answering the challenge by developing distance education programs through information technology, but in the case of one institution, strategic intentions involving information technology and distance learning have not been fulfilled. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance. Technology, often in combination with face-to-face communication, can be used to bridge instructional gaps. It can be argued that modes of teaching and learning are changing, and we must redefine what is meant by the word &ldquo / student&rdquo / . For example: what should we really call an adult involved in life long learning? The term &ldquo / student&rdquo / seems inappropriate. These types of programs can provide adults with a second chance at tertiary education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment. The aim of this research is to determine and understand the growing role of information technology in promoting quality assurance in higher education, and in expanding the education opportunities and workplace learning through the use of distance learning. This work investigates how distance learning can be improved by making use of IT with <font face="Times-Roman" size="3">particular regard to the underprivileged, and the potential contribution to national transformation. This is summarized in the research question: </font><i><font face="Times-Italic" size="3"><font face="Times-Italic" size="3">&ldquo / How can we improve distance learning in South Africa with emerging technologies?&rdquo / </font></font><font face="Times-Roman" size="3">&nbsp / review of the literature, interviews with experts, and reviews of conference papers provided the principle inputs. The academic literatures were supplemented by studies of papers from the Department of Education and other non-academic sources. Based on the reading of the literature, and the views of experts, questionnaires and field experiments were designed and applied to a statistically significant population of respondents. A combination of statistical analysis and content analysis of open questions from the questionnaires lead to comparative evidence about different learning styles and different communities of learners, and the extent to which different learning styles are effective for the different kinds of learners.</font></i></p>

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Magister Commercii - MCom / Within a context of rapid technological change and shifting market conditions, the South African education system is challenged with providing increased education opportunities without increased budgets. Many educational institutions are answering the challenge without increased budgets. Several educational institutions are answering the challenge by developing distance education programs through information technology, but in the case of one institution, strategic intentions involving information technology and distance learning have not been fulfilled. At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance. Technology, often in combination with face-to-face communication, can be used to bridge instructional gaps. It can be argued that modes of teaching and learning are changing, and we must redefine what is meant by the word “student”. For example: what should we really call an adult involved in life long learning? The term “student” seems inappropriate. These types of programs can provide adults with a second chance at tertiary education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment. The aim of this research is to determine and understand the growing role of information technology in promoting quality assurance in higher education, and in expanding the education opportunities and workplace learning through the use of distance learning. This work investigates how distance learning can be improved by making use of IT with particular regard to the underprivileged, and the potential contribution to national transformation. This is summarized in the research question: “How can we improve distance learning in South Africa with emerging technologies?” review of the literature, interviews with experts, and reviews of conference papers provided the principle inputs. The academic literatures were supplemented by studies of papers from the Department of Education and other non-academic sources. Based on the reading of the literature, and the views of experts, questionnaires and field experiments were designed and applied to a statistically significant population of respondents. A combination of statistical analysis and content analysis of open questions from the questionnaires lead to comparative evidence about different learning styles and different communities of learners, and the extent to which different learning styles are effective for the different kinds of learners.

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This study investigated the integration of computer-assisted education (CAE) at Butterworth High School. Before 1994, may areas of the Eastern Cape remained neglected as far as education was concerned. However, with the advent of democracy, the new government is giving high priority to education to both the formerly privileged and underprivileged areas. This study investigated the extent to Butterworth High School has integrated CAE into its school curricula and the problems if any, that are preventing this school from becoming a full-fledged CAE school with their possible solutions. To appraise the integration of computer-assisted education at Butterworth High School the Evolutionary Model developed by Miller (1997) was adopted. Recommendations for further integration were made. / Dissertation (MEd (Computer-Assisted Education))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-03-30T21:12:12Z No. of bitstreams: 1 Idileini C Lopes.pdf: 2491888 bytes, checksum: d76386d27283d4f9c02fc640b2b50fae (MD5) / Made available in DSpace on 2016-03-30T21:12:12Z (GMT). No. of bitstreams: 1 Idileini C Lopes.pdf: 2491888 bytes, checksum: d76386d27283d4f9c02fc640b2b50fae (MD5) Previous issue date: 2015-11-11 / The present study was determined in order to weave the plot of the host institutions for underprivileged children that performed not only a care work, but also an educational one, supported by didactic-pedagogical processes developed in the country in the late 19th and early 20th centuries. We had as main focus of our analysis the Orfanato Cristóvão Colombo, located in São Paulo city, where students received an instruction according to current standards of the public instructions and based on the principles of the Roman Catholic religion, in addition to the instruction required for the practical life, in the case of girls, and professionalization, in the case of boys. The problem that instigated us was unveil if the didactic-pedagogical practices and processes experienced at the Orfanato Cristóvão Colombo corresponded to culture and to the then-current education or if they had specificities meeting self-interests of the institution. We started from several hypotheses, among them finding out if the educational process adopted by the Orfanato Cristóvão Colombo was a reflection of a society panorama towards excluded children at that time, or even if it countersigned the current educational values, enabling the underprivileged children to be inserted in the society. For the analysis, we delimited the year 1895, date of Orphanage foundation, and we finalized in the year 1953, when the orphanage was renamed Instituto Cristóvão Colombo, outsourcing the vocational education. To find answers to our questions, we conducted a literature search, in order to rescue some historical gaps on the foundation of the Orfanato Cristóvão Colombo and on the pastoral and assistance project prepared by Don João Batista Scalabrini. The search for data, information and photographs, which helped us to elucidate the theme, led us to carry out an exploratory research in the Archive of the Instituto Cristóvão Colombo, in the Archive of the Cúria Metropolitana de São Paulo, among others. The Thematic Oral History has also employed as a methodological resource, carrying out interviews with former students of the Orfanato Cristóvão Colombo, another methodological resource was the historical and dialectical approach. The importance of the study of Educational Institutions is justified not only by preserving the memory, but also by understanding the education history as a whole. We concluded that the primary education followed the parameters of the São Paulo public school, adopting both the didactic-pedagogic method, and the materials such as books and booklets for both male and female sections. As regards the vocational education, we realized that for the boys it were willing more elaborated workshops such as blacksmithing, carpentry, locksmiths and typography. For girls there wasn´t this investment. We noted only the presence of some sewing machines to turn the space into a place of skilled labor, short of a vocational school structure. We hope that this work will contribute to the preservation of the History of the Orfanato Cristóvão Colombo and the History of Educational Institutions. / El presente estudio fue definido objetivando a tejer la trama de las instituciones de acogida a los niños desvalidos que realizaban un trabajo no apenas asistencial, pero también educativo apoyado en procesos didáctico-pedagógicos desarrollados en el país al final del siglo XIX e inicio del XX. Tuvimos como foco principal de nuestro análisis el Orfanato Cristóvão Colombo, localizado en la ciudad de São Paulo, donde los alumnos recibían una instrucción de acuerdo con las normas vigentes de la instrucción pública y basada en los principios de la religión Católica Apostólica Romana, además de la instrucción necesaria a la vida práctica, en el caso de las niñas, y de la profesionalización, en el caso de los niños. El problema que nos incitó fue desvendar si las prácticas y procesos didáctico-pedagógicos vividos en el Orfanato Cristóvão Colombo correspondían a la cultura y a la educación vigente en la época o poseían especificidades atendiendo a intereses propios de la institución. Partimos de diferentes hipótesis, entre ellas descubrir si el proceso educacional adoptado por el Orfanato Cristóvão Colombo era reflejo de un panorama de la sociedad con relación a los niños excluidos en la época o si el mismo legalizaba los valores educacionales vigentes, posibilitando a los niños desvalidos una inserción en la sociedad. Para el análisis, delimitamos el año de 1895, fundación del Orfanato, y finalizamos en el año de 1953, data en la que pasó a ser denominado Instituto Cristóvão Colombo, pasando a subcontratar la enseñanza profesional. Para que encontremos respuestas para nuestros cuestionamientos, realizamos una pesquisa bibliográfica objetivando rescatar algunos hiatos históricos sobre la fundación del Orfanato Cristóvão Colombo y sobre el proyecto pastoral y asistencial elaborado por Don João Batista Scalabrini. La busca por datos, informaciones y fotografías que nos ayudasen a dilucidar lo tema nos llevaron a realizar una investigación exploratoria en el Archivo del Instituto Cristóvão Colombo, en el Archivo de la Curia Metropolitana de São Paulo, entre otros. La Historia Oral Temática fue creada como recurso metodológico, habiendo sido realizadas entrevistas con ex alumnos del Orfanato Cristóvão Colombo, otro recurso metodológico fue el abordaje histórico-dialéctico. La importancia del estudio de las Instituciones Educacionales se justifica no apenas por el preservación de la memoria, pero también para comprender la historia de la educación como un todo. Se concluyó que la educación primaria siguió los parámetros de la escuela pública paulista, adoptando tanto el método didáctico-pedagógico, cuanto los materiales como libros y cartillas para ambas las secciones femenina y masculina. Com relación a la educación profesional, percibimos qué para los niños eran dispuestas oficinas más elaboradas como herrería, carpintería, ferretería, tipografía. Para las niñas no hubo esa inversión. Notamos apenas la presencia de algunas máquinas de coser para transformar el espacio en un local de trabajo especializado, mucho menos que el necesario para una estructura de escuela profesional. Esperamos que el presente trabajo venga a aportar con la preservación de la Historia del Orfanato Cristóvão Colombo y de la Historia de las Instituciones Educacionales. / O presente estudo foi definido visando a tecer a trama das instituições de acolhimento às crianças desvalidas que realizavam um trabalho não apenas assistencial, mas também educativo apoiado em processos didático-pedagógicos desenvolvidos no país no final do século XIX e início do XX. Tivemos como foco principal de nossa análise o Orfanato Cristóvão Colombo, localizado na cidade de São Paulo, onde os alunos recebiam uma instrução de acordo com as normas vigentes da instrução pública e embasada nos princípios da religião Católica Apostólica Romana, além da instrução necessária à vida prática, no caso das meninas, e da profissionalização, no caso dos meninos. O problema que nos instigou foi desvendar se as práticas e processos didático-pedagógicos vivenciados no Orfanato Cristóvão Colombo correspondiam à cultura e à educação vigente na época ou possuíam especificidades atendendo a interesses próprios da instituição. Partimos de diversas hipóteses, dentre elas descobrir se o processo educacional adotado pelo Orfanato Cristóvão Colombo era reflexo de um panorama da sociedade em relação às crianças excluídas na época ou se o mesmo referendava os valores educacionais vigentes, possibilitando às crianças desvalidas uma inserção na sociedade. Para a análise, delimitamos o ano de 1895, fundação do Orfanato, e finalizamos no ano de 1953, data em que passou a ser denominado Instituto Cristóvão Colombo, passando a terceirizar o ensino profissionalizante. Para encontrarmos respostas para nossos questionamentos, realizamos uma pesquisa bibliográfica visando resgatar alguns hiatos históricos sobre a fundação do Orfanato Cristóvão Colombo e sobre o projeto pastoral e assistencial elaborado por Dom João Batista Scalabrini. A busca por dados, informações e fotografias que nos ajudassem a elucidar o tema nos levaram a realizar uma pesquisa exploratória no Arquivo do Instituto Cristóvão Colombo, no Arquivo da Cúria Metropolitana de São Paulo, entre outros. A História Oral Temática foi empregada como recurso metodológico, tendo sido realizadas entrevistas com ex-alunos do Orfanato Cristóvão Colombo, outro recurso metodológico foi a abordagem histórico-dialética. A importância do estudo das Instituições Educacionais justifica-se não apenas pela preservação da memória, mas também para compreender a história da educação como um todo. Concluiu-se que a educação primária seguiu os parâmetros da escola pública paulista, adotando tanto o método didático-pedagógico, quanto os materiais como livros e cartilhas para ambas as seções feminina e masculina. No tocante à educação profissionalizante, percebemos que para os meninos eram dispostas oficinas mais elaboradas como ferraria, carpintaria, serralheria, tipografia. Para as meninas não houve esse investimento. Notamos apenas a presença de algumas máquinas de costura para transformar o espaço em um local de trabalho especializado, aquém de uma estrutura de escola profissionalizante. Esperamos que o presente trabalho venha a contribuir com a preservação da História do Orfanato Cristóvão Colombo e da História das Instituições Educacionais.

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Ce mémoire porte sur le rapport élèves-institution en milieux défavorisés et, plus spécifiquement, sur les expériences scolaires d’élèves montréalais qui fréquentent le programme régulier d’une école secondaire publique. Au moyen d’une approche phénoménologique et en nous basant sur l’expérience scolaire de Dubet (1994), nous avons identifié certains types d’expériences scolaires ayant émergé de notre corpus composé d’entretiens semi-dirigés menés auprès de 8 élèves du secondaire. Ces différents types d’expériences scolaires nous ont permis de construire une typologie. Dans un premier temps, nous nous sommes intéressés à l’expérience que ces jeunes ont du marché scolaire montréalais. Dans un deuxième temps, nous avons analysé la manière dont ces élèves vivent leur scolarisation, en nous basant sur la façon dont ils mettent en mots leurs expériences scolaires. Trois types d’expériences scolaires ont été identifiées : 1. L’expérience d’intégration facilitée : une intériorisation des normes scolaires attendues; 2. L’expérience d’intégration sous tensions à finalité stratégique : l’agentivité des élèves malgré les obstacles sociaux et scolaires; 3. L’expérience critique suivie d’une intégration stratégique : le dépassement de la résistance et la réussite stratégique grâce au groupe de pairs. Les résultats, allant dans le même sens que la littérature existante au sujet des élèves issus de milieux défavorisés, révèlent diverses expériences stigmatisantes rencontrées par ces élèves tout au long de leurs parcours scolaire et académique. Notre recherche révèle aussi l’agentivité et la résilience dont ces élèves font preuve pour persévérer dans un système scolaire qui leur fait parfois violence. Les recommandations qui émanent de notre analyse se rapportent principalement à l’importance d’un meilleur travail de sensibilisation auprès des acteurs des établissements scolaires quant aux réalités vécues par les élèves issus de milieux défavorisés. De plus, quelques pistes de recherches sont identifiées afin de poursuivre des recherches qualitatives et des recherches-actions sur le thème des marchés scolaires et des expériences scolaires des élèves. / The purpose of this thesis is to analyze the student-institution relationship in disadvantaged environments. To do so, we examined the schooling experiences of Montreal students who attend the regular program of a public high school. Using a phenomenological approach and based on Dubet's school experience (1994), we identified certain types of school experiences that emerged from our interviews. These different types of school experiences allowed us to construct a typology. This typology is the result of 8 semi-directed interviews conducted with 8 high school students. First, we were interested in the experience that these young people have of the Montreal school market in which they navigate. Secondly, we analyzed the way in which these students live their schooling, based on the way in which they put their school experiences into words. There are three types of school experiences: 1. the experience of easy integration: an internalization of expected school norms 2. The experience of integration under tension with a strategic purpose: students' agentivity despite social and academic obstacles 3. The critical experience followed by strategic integration: overcoming resistance and strategic success through the peer group. The results are consistent with the existing literature on students from disadvantaged backgrounds and reveal a variety of stigmatizing experiences encountered by these students throughout their school and academic careers. Our research also reveals the agenticity and resilience that these students demonstrate in persevering in a school system that is sometimes violent to them. The recommendations that emerge from our analysis relate primarily to the importance of raising awareness among school stakeholders about the realities experienced by students from disadvantaged backgrounds. In addition, we recommend that qualitative and action research be continued on school markets and students' school experiences