Inscrita no referencial teórico da vertente pós-estruturalista dos Estudos Culturais em Educação, esta tese procura mostrar a produção de uma Geração Digital a partir da interlocução entre narrativas acadêmicas e midiáticas. Discute as condições culturais que têm permitido atrelar crianças e jovens a um rótulo geracional específico e sinaliza um denominador comum balizado pela conexão desses sujeitos com artefatos eletrônicos digitais, a exemplo de computadores e telefones celulares. A pesquisa mapeou as variadas narrativas acadêmicas que demarcam uma geração conectada às tecnologias digitais, dando destaque aos estudos de autores reconhecidos nesse debate como Tapscott, Prensky, Carr, entre outros. O mapeamento das narrativas midiáticas acerca dessa geração foi realizado mediante uma análise das reportagens de capa de duas revistas semanais – Veja e Época – no período de 1998 a 2013. O foco central da tese recaiu sobre as interlocuções entre as narrativas acadêmicas e midiáticas, destacando-se aí a emergência de certas representações e saberes que circulam sobre essa parcela da população jovem. O referencial teórico da pesquisa compôs-se de autores que discutem os conceitos de identidade, geração, narrativa, representação e cultura digital, com destaques à Bauman, Rose, Hall, Lister, Buckingham, entre outros. Os resultados da pesquisa expõem uma geração que vem sendo instituída por narrativas que apontam a convivência, familiaridade e extraordinária habilidade para operar aparatos digitais como o que distingue os digitais dos sujeitos de outras gerações. Observou-se que, ao associar determinadas características a crianças e jovens, tais como a destreza em operar smartphones e tablets, as narrativas acadêmicas e midiáticas acabam produzindo verdades sobre nossa sociedade e os sujeitos que nela vivem. Tais narrativas sinalizam também para os perigos da imersão de crianças e jovens no universo digital – riscos que se encontram ancorados, frequentemente, nas falas de especialistas provenientes de distintas áreas de conhecimento. Ambas as narrativas sublinham o quanto a ideia de velocidade e consumo estão intrinsicamente relacionadas às tecnologias digitais, o que vem permeando também a convocação ao uso dos aparatos tecnológicos nos espaços escolares. / Inscribed under the theoric referential from post structuralist strand of Cultural Studies in Education, this thesis aims to show the production of a Digital Generation from the interlocution between academic and mediatic narratives. It discusses the cultural conditions that have allowed linking children and youth into a specific generational label and signalizes a common denominator marked by their connection with digital electronic artifacts, as computers and cell phones. The research mapped the several academic narratives that demarcate a generation connected to digital technologies, with prominence for studies of recognized authors in the field such as Tapscott, Prensky, Carr, among others. The mapping of mediatic narratives about the Digital Generation was conducted through an analysis of cover reportages from two weekly magazines – Veja and Época – from the period between 1998 and 2013. The central focus of the thesis fell under the interlocution between academic and mediatic narratives, highlighting the emergence of certain representations and knowledges that circulate about this parcel of young population. The theoric referential of the research is consisted by authors who discuss the concepts of identity, generation, narrative, representation and digital culture, with highlights to Bauman, Rose, Hall, Lister, Buckingham, among others. The research results expose a generation that has been instituted by narratives which point the conviviality, the familiarity and the extraordinary ability to operate digital devices as a fact to distinguish digitals from subjects of other generations. It was observed that, by associating certain characteristics to children and youth, such as the skills to operate smartphones and tablets, the academic and mediatic narratives end up producing truths about our society and the subjects who live on it. Such narratives signalize also the dangers for the immersion of children and youth in the digital world – risks that are frequently anchored by expert speeches from different knowledge fields. Both narratives underline how much the idea of speed and consumption are intrinsically related to digital technologies, which is also permeating the convocation for the use of technological devices in school spaces.

Submitted by JOSE LUIZ VIEIRA DE OLIVEIRA null (joseluiz@fai.com.br) on 2016-12-14T18:05:22Z No. of bitstreams: 1 Tese - Jose Luiz Vieira de Oliveira.pdf: 2652786 bytes, checksum: 390b404242b23c3b977adfa4ff1377e6 (MD5) / Rejected by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: A versão do arquivo submetida é considerada a versão final do trabalho, não sendo possível realizar alterações posteriormente. Por favor verifique as páginas que contém a marcações em revisão e realize uma nova submissão certificando-se de que o arquivo PDF contém a versão final do trabalho. Agradecemos a compreensão. on 2016-12-20T15:34:41Z (GMT) / Submitted by JOSE LUIZ VIEIRA DE OLIVEIRA null (joseluiz@fai.com.br) on 2016-12-20T18:26:43Z No. of bitstreams: 1 Tese - Jose Luiz Vieira de Oliveira.pdf: 1487891 bytes, checksum: 730d8a980ae0ed39feb63e2417c2b391 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-12-22T11:48:29Z (GMT) No. of bitstreams: 1 oliveira_jlv_dr_mar.pdf: 1487891 bytes, checksum: 730d8a980ae0ed39feb63e2417c2b391 (MD5) / Made available in DSpace on 2016-12-22T11:48:29Z (GMT). No. of bitstreams: 1 oliveira_jlv_dr_mar.pdf: 1487891 bytes, checksum: 730d8a980ae0ed39feb63e2417c2b391 (MD5) Previous issue date: 2016-12-12 / A formação de professores deve estar atenta aos avanços tecnológicos que se encontram na sociedade. Nos dias atuais, a inclusão digital vai além de possibilitar o indivíduo adentrar no mundo digital, mas também mostra um cenário de inclusão social por quem utiliza os recursos tecnológicos. Os profissionais da Educação devem estar preparados para utilizar esses novos recursos, tanto hardwares como softwares, de forma adequada às expectativas de uma nova geração de alunos, a geração digital. Para conhecer melhor o nível de conhecimento desses recursos na área pedagógica foi realizada uma pesquisa em uma instituição de ensino superior no interior do Estado de São Paulo, utilizando um questionário para autoavaliação em alunos formandos nos cursos de Matemática, História, Psicologia, Educação Física, Ciências Biológicas e Pedagogia, bem como em dois cursos de tecnologia, sendo eles Ciência da Computação e Tecnologia em Análise e Desenvolvimento de Sistemas, que serviram como referência no conhecimento tecnológico. A estrutura do questionário apresentou-se da seguinte maneira: Conhecimento das Funções Básicas do Computador, Conhecimento das Funções de Editores de Texto, Conhecimento das Funções de Planilhas Eletrônicas, Conhecimento das Funções de Softwares de Apresentações, Recursos Digitais, Recursos de Acessibilidade, Softwares Educativos ou para Comunicação Alternativa, Softwares Educativos para Dispositivos Móveis e Softwares para Aprendizagem na formação inicial. A coleta de dados ocorreu entre novembro e dezembro de 2015. Os alunos responderam as questões indicando uma nota que variava de 1 (nenhum conhecimento do assunto) a 5 (conhecimento total do assunto). Após os dados serem tabulados, os resultados obtidos foram transformados em escores de acordo com o nível de conhecimento assinalado pelos discentes. Após uma abordagem quantitativa e interpretativa, fundamentada na metodologia de análise de conteúdo, utilizando a estatística descritiva, os resultados mostraram que a geração digital possui maior conhecimento de recursos digitais em relação aos alunos da Geração Anterior em todas as categorias. Os resultados mostraram também que para os recursos básicos digitais, utilizados no dia a dia, os formandos têm domínio dessas ferramentas, o mesmo não acontecendo para as categorias que envolvem ferramentas digitais pedagógicas para a Educação e a Educação Especial, independente da faixa etária. Esta pesquisa propiciou uma reflexão na atual situação que as instituições de ensino lidam com as ferramentas digitais e suas estruturas pedagógicas, favorecendo a discussão de novas práticas nos cursos de licenciatura para a Educação e a Educação Especial. / The training of teachers should be attentive to the technological advances that are found in society. Today, digital inclusion goes beyond the conditions of the subject that enters the digital world, but also shows a scenario of social inclusion by those who use technological resources. Education professionals must be prepared to use these new features, both hardware and software, in a manner appropriate to the expectations of a new generation of students, the digital generation. To know the level of knowledge of these resources in the educational area, the research was carried out in a higher education institution in the state of Sao Paulo, using a self-assessment questionnaire in the graduation of students in the courses of mathematics, history , Psychology, physical education, biological and educational sciences, as well as two technology courses, and that computer science and technology analysis and systems development, which serves as a reference in technological knowledge. The structure of the questionnaire was presented as follows: Knowledge of Computer Fundamentals, knowledge of the functions of style correctors, knowledge of spreadsheet functions, knowledge of presentations software functions, Resources Digital, Accessibility Resources, Educational Software or Alternative Communication, Educational Software for mobile devices and learning software. The Data collection was carried out between November and December of 2015. Students answered questions that indicated a score ranging from 1 (without knowledge of the topic) to 5 (full knowledge of the topic). After a quantitative and analytical approach, based on the methodology of content analysis, using descriptive statistics, the results showed that the digital generation has a greater knowledge of digital resources in relation to the generation of older students in all Categories. The results also showed that for the basic digital characteristics used daily, students have mastery of these tools, this is not happening to the categories that comprise teaching digital tools for Education and Special Education, regardless of age. This research will provide a reflection on the current situation that the educational institutions deal with digital tools and their pedagogical structures, which favors the discussion of new practices in the graduation courses in Education and Special Education.

Inscrita no referencial teórico da vertente pós-estruturalista dos Estudos Culturais em Educação, esta tese procura mostrar a produção de uma Geração Digital a partir da interlocução entre narrativas acadêmicas e midiáticas. Discute as condições culturais que têm permitido atrelar crianças e jovens a um rótulo geracional específico e sinaliza um denominador comum balizado pela conexão desses sujeitos com artefatos eletrônicos digitais, a exemplo de computadores e telefones celulares. A pesquisa mapeou as variadas narrativas acadêmicas que demarcam uma geração conectada às tecnologias digitais, dando destaque aos estudos de autores reconhecidos nesse debate como Tapscott, Prensky, Carr, entre outros. O mapeamento das narrativas midiáticas acerca dessa geração foi realizado mediante uma análise das reportagens de capa de duas revistas semanais – Veja e Época – no período de 1998 a 2013. O foco central da tese recaiu sobre as interlocuções entre as narrativas acadêmicas e midiáticas, destacando-se aí a emergência de certas representações e saberes que circulam sobre essa parcela da população jovem. O referencial teórico da pesquisa compôs-se de autores que discutem os conceitos de identidade, geração, narrativa, representação e cultura digital, com destaques à Bauman, Rose, Hall, Lister, Buckingham, entre outros. Os resultados da pesquisa expõem uma geração que vem sendo instituída por narrativas que apontam a convivência, familiaridade e extraordinária habilidade para operar aparatos digitais como o que distingue os digitais dos sujeitos de outras gerações. Observou-se que, ao associar determinadas características a crianças e jovens, tais como a destreza em operar smartphones e tablets, as narrativas acadêmicas e midiáticas acabam produzindo verdades sobre nossa sociedade e os sujeitos que nela vivem. Tais narrativas sinalizam também para os perigos da imersão de crianças e jovens no universo digital – riscos que se encontram ancorados, frequentemente, nas falas de especialistas provenientes de distintas áreas de conhecimento. Ambas as narrativas sublinham o quanto a ideia de velocidade e consumo estão intrinsicamente relacionadas às tecnologias digitais, o que vem permeando também a convocação ao uso dos aparatos tecnológicos nos espaços escolares. / Inscribed under the theoric referential from post structuralist strand of Cultural Studies in Education, this thesis aims to show the production of a Digital Generation from the interlocution between academic and mediatic narratives. It discusses the cultural conditions that have allowed linking children and youth into a specific generational label and signalizes a common denominator marked by their connection with digital electronic artifacts, as computers and cell phones. The research mapped the several academic narratives that demarcate a generation connected to digital technologies, with prominence for studies of recognized authors in the field such as Tapscott, Prensky, Carr, among others. The mapping of mediatic narratives about the Digital Generation was conducted through an analysis of cover reportages from two weekly magazines – Veja and Época – from the period between 1998 and 2013. The central focus of the thesis fell under the interlocution between academic and mediatic narratives, highlighting the emergence of certain representations and knowledges that circulate about this parcel of young population. The theoric referential of the research is consisted by authors who discuss the concepts of identity, generation, narrative, representation and digital culture, with highlights to Bauman, Rose, Hall, Lister, Buckingham, among others. The research results expose a generation that has been instituted by narratives which point the conviviality, the familiarity and the extraordinary ability to operate digital devices as a fact to distinguish digitals from subjects of other generations. It was observed that, by associating certain characteristics to children and youth, such as the skills to operate smartphones and tablets, the academic and mediatic narratives end up producing truths about our society and the subjects who live on it. Such narratives signalize also the dangers for the immersion of children and youth in the digital world – risks that are frequently anchored by expert speeches from different knowledge fields. Both narratives underline how much the idea of speed and consumption are intrinsically related to digital technologies, which is also permeating the convocation for the use of technological devices in school spaces.

Inscrita no referencial teórico da vertente pós-estruturalista dos Estudos Culturais em Educação, esta tese procura mostrar a produção de uma Geração Digital a partir da interlocução entre narrativas acadêmicas e midiáticas. Discute as condições culturais que têm permitido atrelar crianças e jovens a um rótulo geracional específico e sinaliza um denominador comum balizado pela conexão desses sujeitos com artefatos eletrônicos digitais, a exemplo de computadores e telefones celulares. A pesquisa mapeou as variadas narrativas acadêmicas que demarcam uma geração conectada às tecnologias digitais, dando destaque aos estudos de autores reconhecidos nesse debate como Tapscott, Prensky, Carr, entre outros. O mapeamento das narrativas midiáticas acerca dessa geração foi realizado mediante uma análise das reportagens de capa de duas revistas semanais – Veja e Época – no período de 1998 a 2013. O foco central da tese recaiu sobre as interlocuções entre as narrativas acadêmicas e midiáticas, destacando-se aí a emergência de certas representações e saberes que circulam sobre essa parcela da população jovem. O referencial teórico da pesquisa compôs-se de autores que discutem os conceitos de identidade, geração, narrativa, representação e cultura digital, com destaques à Bauman, Rose, Hall, Lister, Buckingham, entre outros. Os resultados da pesquisa expõem uma geração que vem sendo instituída por narrativas que apontam a convivência, familiaridade e extraordinária habilidade para operar aparatos digitais como o que distingue os digitais dos sujeitos de outras gerações. Observou-se que, ao associar determinadas características a crianças e jovens, tais como a destreza em operar smartphones e tablets, as narrativas acadêmicas e midiáticas acabam produzindo verdades sobre nossa sociedade e os sujeitos que nela vivem. Tais narrativas sinalizam também para os perigos da imersão de crianças e jovens no universo digital – riscos que se encontram ancorados, frequentemente, nas falas de especialistas provenientes de distintas áreas de conhecimento. Ambas as narrativas sublinham o quanto a ideia de velocidade e consumo estão intrinsicamente relacionadas às tecnologias digitais, o que vem permeando também a convocação ao uso dos aparatos tecnológicos nos espaços escolares. / Inscribed under the theoric referential from post structuralist strand of Cultural Studies in Education, this thesis aims to show the production of a Digital Generation from the interlocution between academic and mediatic narratives. It discusses the cultural conditions that have allowed linking children and youth into a specific generational label and signalizes a common denominator marked by their connection with digital electronic artifacts, as computers and cell phones. The research mapped the several academic narratives that demarcate a generation connected to digital technologies, with prominence for studies of recognized authors in the field such as Tapscott, Prensky, Carr, among others. The mapping of mediatic narratives about the Digital Generation was conducted through an analysis of cover reportages from two weekly magazines – Veja and Época – from the period between 1998 and 2013. The central focus of the thesis fell under the interlocution between academic and mediatic narratives, highlighting the emergence of certain representations and knowledges that circulate about this parcel of young population. The theoric referential of the research is consisted by authors who discuss the concepts of identity, generation, narrative, representation and digital culture, with highlights to Bauman, Rose, Hall, Lister, Buckingham, among others. The research results expose a generation that has been instituted by narratives which point the conviviality, the familiarity and the extraordinary ability to operate digital devices as a fact to distinguish digitals from subjects of other generations. It was observed that, by associating certain characteristics to children and youth, such as the skills to operate smartphones and tablets, the academic and mediatic narratives end up producing truths about our society and the subjects who live on it. Such narratives signalize also the dangers for the immersion of children and youth in the digital world – risks that are frequently anchored by expert speeches from different knowledge fields. Both narratives underline how much the idea of speed and consumption are intrinsically related to digital technologies, which is also permeating the convocation for the use of technological devices in school spaces.

Despite educational reforms, the annual results from the National Assessment of Educational Progress continue to indicate that the majority of American fourth-graders struggle to master the crucial skill of reading. In the last decade, the percentage of students who read at or above a proficient level hovers around 30 percent, which draws attention to the fact that the academic institutions may not be fully to blame for the decline of reading competency (NAEP, 2011). The real reason for the incompetency could be attributed to the amount of time that children spend reading as average fourth-graders spend less than two hours a week reading (Juster, Ono, & Stafford, 2004, p. 11). This Digital Generation lives in a world full of distractions in which reading cannot compete. Although the American educational system is stressing reading instruction, children are not putting what they are learning into practice outside of school. Instead of reading, children immerse themselves into the world of interactive digital media and electronic devices. If children do not increase the time they spend reading, their proficiency will not improve. To revive reading within the Digital Generation, authors of children’s literature may need to reevaluate their role in the literacy problem because their traditional print-form content appears to be unsuccessful in reaching their young audience. To create reading material that children are eager to read, authors need to produce content in a format that will entice a response from the newest generation. One way children’s authors can accomplish this is by publishing transmedia storytelling ecosystems. By combining storytelling with digital media to meet the modern literary needs of today's children reading proficiency should begin to improve, along with a renewed interest in literature. This research provides insight into today’s “digital children” and suggests a methodology for creating transmedia literature using the Adobe® Digital Publishing Suite.

Submitted by William Justo Figueiro (williamjf) on 2015-06-13T13:09:47Z No. of bitstreams: 1 12.pdf: 6097558 bytes, checksum: e098a0c5e756267498d96127bc9cc596 (MD5) / Made available in DSpace on 2015-06-13T13:09:47Z (GMT). No. of bitstreams: 1 12.pdf: 6097558 bytes, checksum: e098a0c5e756267498d96127bc9cc596 (MD5) Previous issue date: 2014 / Nenhuma / Esta pesquisa exploratória aborda a Geração Digital com o intuito de promover fonte de informação para briefings de projetos de design focados em um público que vê na Internet a construção de suas sociabilidades. À luz do Design Estratégico, pretendeu-se identificar quais são as teorias que definem essa geração para propor caminhos para uma comunicação mais efetiva entre ela e uma equipe de projeto, potencializando as oportunidades de inovação na entrega de sistemas-produtoserviço. Como ponto de partida, foi realizada uma Revisão de Literatura, seguida de uma Revisão Sistemática de artigos publicados no Portal de Periódicos da Capes – Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – buscando identificar as produções teóricas relevantes sobre o tema Geração Digital. Posterior à etapa preliminar, foi desenvolvido um exercício projetual a fim de se obter quatro cenários que representassem formas de comunicação entre a Geração Digital e uma equipe de projeto, por meio da Construção de Cenários, com base no modelo de Reyes (2010). Os quatro cenários, resultantes do processo, serviram de inspiração para a proposição de um conjunto de orientações para empresas que buscam a inovação através da interação com o consumidor jovem. Como resultado, foram desenhados quatro caminhos projetuais, que revelaram como elemento comum a onipresença da Internet nos processos de projeto e colocaram as redes sociais como facilitadoras do diálogo entre os atores. / This exploratory research is the understanding the Digital Generation, in order to promote information sources for design project’s briefings focused on an audience that sees the Internet to build their sociability. In light of the Strategic Design, is intended to identify what are the theories that define this generation to propose ways for more effective communication between young and project team, enhancing the opportunities for innovation in the delivery. As a starting point, was made a Literature Review and a Systematic Review of articles published in Capes seeking to identify the relevant theoretical treatises on the subject, featuring Digital Generation. Later of these preliminary steps were developed a projetual exercise in order to get four scenarios that represent forms of communication between the Digital Generation and a project team through the construction of scenarios, based on the Reyes model (2010). The four scenarios resulting from the process were the inspiration for proposing a set of guidelines for companies seeking innovation through interaction with young consumers. As a result, were designed four projectual paths, which showed how common element the ubiquity of the Internet in the processes of design and put social networking as a facilitator of dialogue between the actors.

The purpose of this research was to examine the role of instructional technology resource teachers (ITRTs) within Virginia's public school divisions focusing on how ITRTs used their time throughout the school year to integrate technology into the curriculum. Based on data from surveys of current ITRTs, the researcher investigated further to find relationships, if any, among the professional and educational backgrounds and work calendar of these teachers and their responses to their actual role. The study also addressed training that the ITRTs have received to assist them in their job duties and explored the participants' perceptions of their roles as ITRTs. Data were collected through the administration of an online survey sent to 1,199 ITRTs in 133 school divisions (districts) in Virginia. The response rate was 82% or 983 returns. The data were analyzed and presented using a tabular format along with a brief description. Based on the findings, 40.9% of the respondents listed Instructional Technology Resource Teacher as their official job title. The majority of respondents held master's degrees and teacher's licenses. Respondents reported that 95% were full-time ITRTs. Most worked on a 10- or 11-month work calendar. The findings showed that instructional technology resource teachers were assisting teachers somewhat with technology integration, but the time spent on solving software (64.8%) and hardware (53.3%) problems remains a concern. The majority stated that they had received training from their school divisions. The analysis showed that only 1.6% of the respondents had no training. Respondents overwhelmingly agreed that the most effective way to meet each school's instructional technology needs is to have one full-time instructional technology resource teacher in each school. Respondents stated there was not enough time allotted for teachers to plan for technology in the classroom and that there were insufficient funds for hardware and software needed for implementing technology into the classroom. Most agreed that support from school division administrators are assisting teachers in successfully integrating technology into the classroom and the majority of respondents disagreed that Standards of Learning (SOL) prompt teachers to use technology as a daily instructional tool.

The main aim of this diploma thesis is to chart the trend of m-learning in Czech schools and to find out, if m-learning influences student' information behavior and how do they use mobile devices in such process. Basic theoretical concepts are defined in first chapters, for example m-learning itself, information behavior and other. Thesis as well contains chapter, where are described different definition of what digital generation is and who are its members. These definitons are the basic theoretical framework of this diploma thesis. One chapter desribes specific projects, statistics and web pages that are dealing with m-learning. Practical part consists of questionnaire evaluation. Survey results are included in the last chapter.