The aim of this thesis is to study preschool-teachers’ experiences from using the computer tablet as a tool for learning and teaching, in order to gain knowledge of how the integrational process of information and communications technology (ICT) in preschool has progressed since its instatement. The background that caused interest to make this study was the rapid progression of the use of ICT-tools in childrens’ everyday lives and the troubles that have surrounded the process of integrating these tools into preschool-practices. The theoretical basis for the analysis of the research lies within the socio-cultural perspective. The methods used to gather empirical data were discussions held in focus-groups consisting of teachers from three different preschools in Sweden where the theme of the discussions were computer tablets. In accordance with a socio-cultural approach to verbal communication as data the discussions were seen as socially situated practices. The results of this study were that tablets were only in part integrated with school-activities as they were well used for by the pedagogues for purposes such as organizing, documentation and communication but not as well used among the children due to different circumstances. Another finding of the study was that teachers find that they often lack the ICT-competences required to develop good learning situations and conditions for their students with the computer tablets. Based on the teachers’ testimonies not only is there a need for in-service training for teachers but perhaps also necessary to provide teachers with further direction for work with computer tablets, how they should be used and the extent of their role within preschool settings.

Community-university partnerships have become more prevalent to support community-based research, especially as a collaborative approach to research with Aboriginal Peoples in Canada. One practice is the activation of a community-based research steering committee to initiate, govern, and review research pertaining to their local community. Within literature related to community-based research, perspectives on capacity strengthening and co-learning from the members of a community-based research steering committee are under-represented. A qualitative case study approach was used to explore the research question: What are the experiences of the Alexander Research Committee (ARC) members in defining and operationalizing capacity strengthening and co-learning across multi-sectoral research projects? Nine current and past members of the ARC participated in individual semi-structured interviews and five of these ARC members also participated in a subsequent focus-group discussion. Analysis of these qualitative data indicated that foundational relationships and a conducive learning environment are key factors for a community-based research committee to experience co-constructed knowledge and learning. The findings of this study highlight the importance of an operational foundation of trusting relationships in order to establish and sustain a working environment where a community-based research committee can learn together and from each other. This study also yielded insights about how this community-based research committee predicated capacity strengthening from the understanding that ‘we are all learners’, with each member bringing forward unique strengths, questions and growth to the research processes. / Graduate

This qualitative research project describes the experiences of students in BYU's Hands on a Camera Project as they were introduced to co-learning pedagogies. Hands on a Camera is a media literacy service-learning project where university students are placed in public schools to teach K-12 students documentary production and media literacy. The project consists of a preparation phase and a teaching phase. In the research project, students were required to complete peer-learning and peer-teaching assignments during the preparation phase as in order to prepare for the teaching phase. This ethnographic study describes student experiences—positive and negative—with peer learning during both phases of the project.

In this report, a case study of conditions for Swedish language development in children of immigrant origin is presented, and its results explored. The boundaries of the case study are defined as preschool pedagogues’ facilitation of Swedish language development through co-learning, in children of immigrant origin in an ethnically segregated urban area. Concepts central to the report include dialogue, second language learning and perspectives on language difficulties. For the theoretical background of the report, a basic sociocultural theorem is used, which links language as well as other areas of development to verbal interaction in a social context. The result is presented as patterns in attitudes and experiences of pedagogues and children, as they show in observations of varied contexts of social interaction and interviews. As results show, children of immigrant origin show resilience to negative influences brought on by pedagogues in social contexts coloured by dialogue and co-learning.

What is being discussed in education is currently contextualized within the network society, where formal and informal co-learning are indispensable in the development and exercise of social, cultural, cognitive, both technological mastery and fluency as professional on citizenship skills. The main goal of reflection isto identify indicators of co-learning styles that favor the development of digital skills. We present a descriptive analysis supported by bibliographic references, reflections and discussions of space dialog weSPOT Community CoLearn project coordinated by the researcher Alexandra Okada Open University. The results thusbring a contribution to thinking about theories of learning styles and emerging digital skills. / Una de las discusiones de la educación actual se contextualiza dentro de la sociedad en red, donde el coaprendizaje formal e informal son indispensables en el desarrollo y ejercicio de actividades sociales, culturales, cognitivas, tanto en el dominio de la tecnología y la fluidez como las competencias profesionales en la ciudadanía. El principal propósito de esta reflexión es identificar los indicadores de estilos de coaprendizaje que favorezcan el desarrollo de habilidades digitales. Se presenta un análisis descriptivo apoyado por referencias bibliográficas, reflexiones y discusiones del espacio de diálogo del proyecto weSPOT de la Comunidad CoLearn, coordinado por la investigadora Alexandra Okada de la Open University. Así, los resultados aportan al conocimiento, pensando en las teorías de los estilos de aprendizaje y nuevas habilidades digitales. / A discussão da educação na atualidade é contextualizada no âmbito da sociedade em rede, onde a coaprendizagem formal e informal são imprescindíveis no desenvolvimento e exercício de competências sociais, culturais, cognitivas, tecnológicas tanto para o domínio e fluência profissional como no exercícioda cidadania. O principal objetivo da reflexão aqui presente é: identificar os indicadores dos estilos de coaprendizagem que propiciam o desenvolvimento das competências digitais. Apresentamos uma análise descritiva suportada por referenciais bibliográficos, reflexões e discussões do espaço de diálogo do projeto weSPOT da Comunidade Colearn sob a coordenação da pesquisadora Alexandra Okada da Open University. Os resultados trazem assim um contributo para opensamento sobre as teorias dos estilos de aprendizagem e as competências digitais emergentes.

nÃo hà / No cenÃrio de rÃpidas mudanÃas planetÃrias do sÃculo XXI, à necessÃrio priorizar a importÃncia da EducaÃÃo Ambiental (EA), face as ameaÃas empreendidas pelo homem junto à natureza. No Brasil, tal efeito torna-se mais crÃtico, devido fragilidades do sistema educacional, citando-se o analfabetismo funcional e a formaÃÃo nos campos das ciÃncias naturais e humanas. Em contrapartida, as Tecnologias da InformaÃÃo e ComunicaÃÃo (TIC) progressivamente contribuem junto ao desenvolvimento da educaÃÃo, socializaÃÃo da informaÃÃo e construÃÃo de novos saberes. Se fundamentadamente utilizadas, as TIC podem favorecer a construÃÃo colaborativa de novos conhecimentos e saberes, relacionados à EA e conscientizaÃÃo ecolÃgica, quer atravÃs do currÃculo prescrito ou oculto. A presente Tese investiga como cursistas, colaborativa e assincronamente, atravÃs da construÃÃo de narrativas, postadas em fÃruns de discussÃo, constroem conhecimentos, e se apropriam de saberes pedagÃgicos e tecnolÃgicos, vinculados ao estudo da EA e coaprendizagem significativa, no espaÃo de desenvolvimento de prÃticas pedagÃgicas de uma Disciplina de InformÃtica na EducaÃÃo, do Curso de Licenciatura em Pedagogia de uma Universidade pÃblica. A pesquisa classifica-se como aplicada, qualitativa, coinvestigativa, descritiva e apresenta traÃos de pesquisa-aÃÃo. Sua sustentaÃÃo teÃrica ancora-se: quanto aos saberes docentes em Tardif; no caso da EA, educaÃÃo CTSA e conscientizaÃÃo ecolÃgica, em Chrispino et al. e Jacobi e TristÃo; na coaprendizagem assÃcrona e mapeamento cognitivo, em Ausubel e Okada; quanto à integraÃÃo das TIC, desenvolvimento da EA e transdisciplinaridade, em Almeida e Valente, Leff, Moraes, e Ribeiro et al. Os dados coletados na pesquisa corresponderam aos conjuntos de narrativas elaboradas e discutidas pelos cursistas, em fÃruns de discussÃo TelEduc, relacionados aos temas: mapas conceituais; uso pedagÃgico das TIC; EA e conscientizaÃÃo ecolÃgica. Os dados foram analisados adotando-se a tÃcnica da AnÃlise Textual Discursiva (ATD), segundo Moraes e Galiazzi, quanto Ãs unidades de anÃlise, categorizaÃÃo e (re)construÃÃo de metatextos interpretativos. Posteriormente, atravÃs dos pressupostos da AnÃlise Qualitativa Multidimensional (AQM), foi utilizado o software de anÃlise de dados multidimensionais CHIC, segundo, Almeida, Moraes e Valente, para se investigar, sob uma Ãtica de transdisciplinaridade, relaÃÃes hierÃrquicas e relacionais entre as categorias, organizadas em Ãrvores de similaridade, obtidas nas saÃdas de dados do CHIC. Em seguida, estes dados obtidos foram (inter)relacionados Ãs narrativas dos alunos, e analisados à luz do referencial teÃrico e objetivos da Tese,surgindo indÃcios preliminares que, elementos vinculados à conscientizaÃÃo ecolÃgica na escola revelam-se desafiadores, pois hà uma limitada oferta: de prÃticas pedagÃgicas interdisciplinares; de currÃculos CTSA, o que pode limitar uma discussÃo aprofundada de questÃes socioambientais. TambÃm, emergiram evidÃncias que a EA pode ser viabilizada por meio do uso pedagÃgico e cognitivo das TIC, desde que haja a devida formaÃÃo dos docentes, para que estes se apropriarem de seu uso, no intuito de mediar discussÃes telecolaborativas, sobre EA e conscientizaÃÃo ecolÃgica. Para futuras pesquisas, sugerem-se: renovar os cursos de formaÃÃo docente, no que trata da discussÃo das questÃes socioambientais; investigar a presenÃa de discussÃes da temÃtica ambiental nas escolas, e do desenvolvimento de currÃculos do tipo CTSA; desenvolver-se pesquisas sobre o uso das TIC na EA e em cenÃrios de conscientizaÃÃo ecolÃgica.

Le e-learning, et plus particulièrement l’enseignement à distance, est ici appréhendé comme terrain d’étude pour le chercheur en sciences de l’information et de la communication (SIC). La problématique adopte une démarche pluridisciplinaire; ancrée sur les Sciences de l’Information et de la Communication, elle intègre, sous une forme systémique, des apports heuristiques des sciences de l'éducation, de l’épistémologie, des sciences cognitives et des sciences humaines. Elle questionne la pertinence du système de communication au sein des dispositifs d’enseignement et de formation à distance.Les technologies numériques de l’information et de la communication (TNIC) intégrées dans des environnements d’apprentissage ouvrent de nouveaux horizons pour l’éducation à travers le développement de l'enseignement à distance (EAD) permettant de dépasser les contraintes d’espace et de temps souvent imposées par le système éducatif traditionnel. Nous proposons d'étudier ces dispositifs en insistant sur la pertinence et l'importance de la communication dans leur performance et réussite car nous constatons, à travers une étude empirique menée sur un centre de télé-enseignement en sciences, qu’il ne suffit pas d’inscrire les apprenants sur une plateforme dédiée à l’enseignement et à la transmission de savoirs pour que ces derniers s’accrochent à leur formation, atteignent leurs objectifs et acquièrent des compétences. / Elearning has been chosen as a field study on Information and Communication Sciences (ICS). The problem takes a multidisciplinary approach: anchored on Information and Communication Sciences, it integrates, in a systemic form, heuristic contributions of educational sciences, epistemology, cognitive sciences and humanities. It questions the relevance of the communication system within distance systems of education and training.Integrating numerical technologies of information and communication in learning environments open up new horizons for education by developing distance education to overcome space and time constraints often imposed by the traditional education system. We propose to study these devices with an emphasis on the relevance and the importance of communication on their performance and success. As we see, through an empirical study on a distance education center, that it is not enough to register learners on a platform dedicated to teaching and transmitting knowledges to make them cling to their training, achieve their goals and get skills.