The purpose of the study was to determine administrators’ self-assessed perceived knowledge, importance, and perceptions of the International Society for Technology in Education Standards for Administrators (ISTE Standards-A) and the Virginia Technology Standards for Instructional Personnel (VTSIP). A survey instrument based on the ISTE Standards-A and the VTSIP was used in the study. 43 administrators in Virginia participated in the study. The participants were members of the Virginia Association of Elementary or Secondary School Principals. The study found that administrators perceived their knowledge of the ISTE Standards-A as good and their knowledge of the VTSIP as excellent. Administrators strongly agreed that both the ISTE Standards-A and the VTSIP were important in their practice. Additionally, their perceptions of both the ISTE Standards-A and the VTSIP were excellent. There were no statistically significant differences found between the perception of the standards and most of the demographic variables. However, there was a statistically significant difference found between male and female perceptions of the VTSIP. Also, there was a statistically significant difference found between administrators’ perceptions of the ISTE Standards-A and perceptions of the VTSIP. The study provided quantitative data on administrators’ perceived knowledge, importance and perceptions of practicing the ISTE Standards-A and the VTSIP. The findings of this study provide valuable information for administrators as they investigate their technology leadership and note areas of improvement, and for the Virginia Department of Education, local education agencies and universities. It is recommended that future research look qualitatively at administrator perceptions of the standards and why males and females differ in their perception of the standards. Further research is also recommended using a larger sample in the state or nationwide, and conducting more research to look into administrative leadership preparation programs, administrators’ perceptions of practice, program alignment or administrator implementation of the ISTE Standards-A and the VTSIP.

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The current report reviews the recent literature on online social networking (Facebook and MySpace) and its psychological impact on students. Both the negative and positive effects of online social networking are explored. According to the literature, cyberbullying and sexting have the greatest negative impact on students. However, students greatly benefit from the social capital and friendship maintenance that online social networking provides. Intervention and prevention strategies for the negative consequences of online social networking are included. Finally, this report provides suggestions for counselors and teachers to help students safely use technology. / text

Made available in DSpace on 2016-08-03T12:30:18Z (GMT). No. of bitstreams: 1 Juliano mauricio de Carvalho.pdf: 1030964 bytes, checksum: f2b699d7af4474b04628c2b2620e8ab3 (MD5) Previous issue date: 2005-04-29 / The research analyzes the Green Book, published in 2000 by the Ministry of Science and Technology, in an effort to understand the actions of the State in the introduction of the country in the "Information Society". The study focuses on the initiatives for digital inclusion, both from governmental and non -governmental entities and its relation with the increase of the concept of citizenship. The research uses the documental method and the historic-critical approach to interpret the actions of public and private entities in creating public policy that defines Brazil's strategical objectives and the goals for information and communication technologies (ICT). / A pesquisa analisa o Livro Verde, publicado em 2000 pelo Ministério da Ciência e Tecnologia, buscando compreender as ações do Estado na introdução do país na sociedade da informação . O estudo enfoca as iniciativas de inclusão digital estatais e não-governamentais e sua relação com a ampliação da cidadania. A pesquisa faz uso do método documental e da abordagem histórico-crítica para interpretar a ação dos atores públicos e privados na formulação das políticas públicas que definem os objetivos estratégicos e as metas do Brasil para a área das tecnologias da informação e comunicação (TIC).

The World-Readiness Standards for Learning Languages (ACTFL, 2014) encourage teachers to help their students use the target language to “investigate, explain, and reflect” on the relationships between cultural products, practices, and perspectives. However, while most language instructors agree that language and culture should be connected, many fail to teach culture explicitly because they are so focused on the language components of their courses. Of those who do teach culture explicitly, many either teach only about the cultural products and not the perspectives, or they teach the culture in English because of its complexity. This project explores the use of e-portfolios for explicitly teaching culture in the target language across all three communicative modes. The project was implemented in a 4th semester university Spanish course in the fall of 2013. Students were required to view and interpret culturally authentic materials such as newspapers, proverbs, documentaries, news reports, and videos about pop culture. In addition, students interacted with native speakers both within and outside the United States using technology. Students were also asked to produce business plans, commentaries, community projects, ethnographic interviews, stories, and videos in the target language. The project evaluation revealed that when culture is explicitly taught in the target language, the following changes may occur: a positive attitudinal shift towards the target culture, a desire for learning the language beyond the classroom, an increase in autonomous learning, and an improvement in linguistic skills. Pedagogical implications and principles that might be applicable in foreign language instruction include the fact that technology appears to be one promising way to provide increased access to culture. In addition, scaffolding is found to be important to both students' experiences with culture and their interaction with technology. Also students may find the exploration of current social issues and problems very motivating and engaging. This has the potential to give students increased opportunities to think critically.

This study aimed to visualize how and when teachers in civics can use digital techniques and tools. A discussion concerning digital literacy took place to clarify the concept. Questions that were investigated include:  -          How and when can teachers work with digital tools in teaching? -          How can civics teachers prepare students for digital citizenship?  -          How is digital literacy perceived among students?  -          How is digital literacy perceived among teachers?    Through interviews, data was collected. The results show that civic teachers should prepare students to become responsible citizens who can make reasonable decisions in the future, whether online or in real life. To do so, knowledge is needed about the student's digital literacy. The teachers must constantly update themselves with new technology to vary the workload. Society and the school subject of civics are constantly renewed, and digital tools are becoming more common in Swedish schools. A mixture of analogue and digital tools is in favor of learning outcomes.    Further, there is a mixed vision of the perceived digital literacy amongst the students. The study revealed that female teachers estimated digital literacy among the students to be higher than men's perception. The result can be related to the teachers' digital interests, whereas men declare their digital interests as good, while women declare their digital interests as limited and necessary. Digital tools can be used in every teaching phase and in different ways to create a variation of lesson planning. AI tools are a relatively new area and need more research. / <p>Godkänd 2024-01-19</p>

La ricerca affronta il tema delle manifestazioni di “pensiero prevenuto” nell’ambiente digitale, spesso collegate a performance razziste “banalizzate” e socialmente condivise. Per individuare risposte educative specifiche e buone prassi di intervento, è necessario analizzare le diverse forme assunte dal pregiudizio in Rete alla luce degli aspetti affettivo-emotivi e non solo razionali. L’ambiente di ricerca è il Web 2.0, inteso come “realtà aumentata”, ovvero uno spazio non contrapposto al reale ma segnato dalle proprie specificità. Si è individuato un corpus di “razzismi online” da sottoporre a un’analisi di tipo qualitativo-testuale attraverso il software T-Lab e, in parallelo, a un’analisi di tipo qualitativo-motivazionale. I risultati ottenuti sono stati quindi interpretati alla luce di una duplice bibliografia: da un lato quella della pedagogia interculturale e degli studi classici sui razzismi, dall’altro quella sulle caratteristiche del digitale, della pragmatica della comunicazione online e della Media Education. Durante la ricerca si sono inoltre svolte – con esiti differenti – alcune conversazioni via Ask.fm con adolescenti contattati poiché, in vario modo, avevano preso parte a performance razziste; oltre che come caso studio di etnografia virtuale, viene proposto come esperimento di educazione alla riflessività. Si noterà come dalla banalizzazione delle tesi razziste e dalla deresponsabilizzazione dello “stare in Rete” deriva un recupero implicito dell’istanza biologica, su basi non scientifiche, svuotate di senso, ma paradossalmente accettate e interiorizzate. D’altro canto, si incontrano svariati esempi di attivazione di “cittadini digitali”; anche a partire da questo “capitale antirazzista”, si sottolineerà il ruolo dell’educazione alla cittadinanza – interculturale, digitale e morale – nel formare soggetti e agenti morali nella mediapolis, affermando il valore della responsabilità verso gli altri. / The study deals with the topic of manifestations of “prejudiced thought” in the digital environment, which are often linked with “banalised” racist and socially shared performances. In order to identify specific educational responses and good practices of intervention, the various forms taken by prejudice on the Web in the light of affective-emotive, and not only rational, aspects have to be analysed. The research environment is Web 2.0, understood as “augmented reality”, i.e. a space that is not opposed to reality but marked by its own specificities. A corpus of “online racism” has been identified to be submitted to a qualitative-textual analysis through T-Lab software and, in parallel, a qualitative-motivational type of analysis. The results obtained were then interpreted in the light of a dual bibliography: on the one hand that of intercultural pedagogy and classic studies on racism, on the other that on the characteristics of the digital environment, the pragmatics of online communication and of Media Education. Some conversations were also carried out during the research – with different outcomes – via Ask.fm with adolescents contacted as, in various ways, they had taken part in racist performances; as well as a case study of virtual ethnography, this is proposed as an experiment on education on reflectivity. It will be noticed how an implicit recovery of the biological question, with non-scientific bases, emptied of meaning, but paradoxically accepted and internalised, derives from the banalisation of racist theories and the lack of a sense of responsibility of “being on the Web”. On the other hand, several examples of activating “digital citizens” are encountered; from this “antiracist capital” as well, the role of education for citizenship – intercultural, digital and moral – in forming subjects and moral agents in the mediapolis, asserting the value of responsibility towards others, will also be emphasised.

La thèse étudie les applications dites citoyennes pour mobiles et web qui sont développées en réponse aux problèmes publics variés et basées sur le principe de crowdsourcing. Elle s’intéresse à la fois à la conception de ces dispositifs, à leurs usages et aux façons dont ces outils transforment la communication des citoyens entre eux, et avec les pouvoirs publics. Elle explore les nouveaux formats d’innovation, comme les hackathons civiques, et interroge l’usage du code informatique en tant que nouvel instrument d’action collective.La thèse mobilise une méthodologie qui puise dans les répertoires des STS, de la sociologie des problèmes publics, de la science politique, des sciences de l’information et communication. Appuyée sur l’étude d'applications citoyennes en France et en Russie, elle pose différentes questions : comment traduit-on les problèmes publics en code informatique ; qu’est-ce que ces applications font et font faire ?; comment transforment-elles la participation citoyenne ?La recherche montre que les interfaces des applications façonnent et standardisent la participation en se basant sur les documents de référence : les lois, les réglementations normatives et techniques. Cependant, la standardisation a ses limites : se focalisant sur les moments de faille et des épreuves, telles que les tests, les mises à jour, le débogage des applications, l’enquête rend visibles les détournements et les bricolages mis en place par les usagers qui dépassent le cadrage par les interfaces et participent à la fois à la réécriture des applications et à la redéfinition des problèmes publics.La comparaison entre applications développées par les administrations publiques et projets portés par la société civile permet de distinguer deux façons de communiquer : les chaînes courtes et les chaînes longues. Sans les opposer, la thèse se place dans « l’entre-deux » et analyser les articulations, les agencements de ces réseaux socio-techniques. / The PhD dissertation studies new digital participative technologies called "civic apps", applications for mobile and web developed in response to a large scope of public problems and based on the principle of crowdsourcing. The research focuses on the conception of these tools, their usages and the way these tools transform the communication among citizens and between citizens and public administrations. It also explores new formats of civic tech innovation, such as civic hackathons, and question the usage of programming code as a new tool of collective action.The thesis calls upon the methodologies of sociology of science and technology, sociology of public problems, political science and science of information and communication. Based on a case-study of several civic apps in France and Russia, the inquiry adresses the following question: how does the translation of public problems into programming code occur ? And how do these applications transform civic participation?The research shows that the interfaces standardize and format the practices of participation, using documents such as laws, technical norms and standards. However, this standardization has its limits. Focusing on the moments of failure and trial, such as tests, updates or debug of applications, the inquiry highlights the practices of bricolage and detournement, deployed by users in order to overcome the framing by design and participate in the rewriting of the applications.The thesis compares civic applications with the applications developed by public administrations and distinguishes two models of communication called the "long chains" and the "short chains". However, instead of opposing administrative and civic initiatives, the thesis proposes to think from "in-between", analyzing the articulations and arrangements of these socio-technical networks.

Les jeunes pré-adolescents qui fréquentent les écoles secondaires du premier cycle vivent une période délicate : ils ne sont pas simplement occupés à affronter un parcours scolaire inédit et plus complexe, mais ils sont aussi occupés dans leurs tâches quotidiennes à former et négocier leurs identités et leurs rôles dans les différents groupes des pairs. Ce complexe scénario est élargi par leurs premières expériences, loin des yeux des adultes, avec les technologies : outils qui vont se superposer à l’univers relationnel qu’on vient de décrire, une dimension existentielle qui ouvre des nouvelles formes de communications médiées par les contextes numériques. Est-ce qu’il y a une influence des technologies sur les dynamiques relationnelles qui ont lieu entre élèves et aussi entre élèves et enseignants ? De quel rapport s’agit-il ? Quelles dynamiques sont impliquées ? Quel type de technologie est en jeu ? Est-ce qu’il existe un rapport d’influence entre les relations médiées par les contextes numériques et le climat social d’un environnement d’apprentissage ? Quel type de rapport ? Jusqu’à quel point les élèves dépendent des relations médiées par les enivrements numériques pour satisfaire leurs besoins relationnels ? Quelle perception ont les élèves et les enseignants des dynamiques relationnelles médiées par les contextes numériques ? Et quel rôle accordent-ils à l’école dans cette problématique ? Pour fournir une réponse à ces questions, la recherche présente une phénoménologie de le témoignage de 21 enseignants et 365 garçons et filles qui font partie des 4 établissements scolaires, dans deux villes en deux différents pays : France et Italie. / Young pre-teens attending junior high schools are going through a very delicate period: they are not just engaged in a new and more complex school career, but they are also engaged in their daily tasks of training and negotiating their identities and their roles in the different peer groups. This complex scenario is expanded by their first experiences, far from the eyes of adults, with technologies: tools that add, on the relational universe just described, an existential dimension that opens up new forms of communication mediated by digital contexts. Do technologies have an influence between on the relational dynamics that take place between students and their peers and between students and teachers? Which kind of influence? What dynamics are involved? What kind of technology is at stake? Is there a relationship of influence between the relationships mediated by the digital contexts and the social climate of a learning environment? What kind of influence? How much do students rely on digital-enriched relationships to satisfy their relationship needs? What perception do students and teachers have of relational dynamics mediated by digital contexts? And what role do they give to the school in this problem? To try to provide an answer to these questions, the research presents a phenomenology of the witness of 21 teachers and 365 boys and girls who are part of 4 schools, in two cities and in two different countries: France and Italy.