Orientador: Pedro da Cunha Pinto Neto / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T01:20:30Z (GMT). No. of bitstreams: 1 Almeida_JoseAdolfoMotade_M.pdf: 1296003 bytes, checksum: c2da7a063ba3f1633d1c9b101acfc6a5 (MD5) Previous issue date: 2014 / Resumo: Considerando que uma das características da sociedade atual é o maior contato com as novas mídias, principalmente na juventude, público da educação básica do século XXI, o uso de recursos audiovisuais em sala de aula pode funcionar como um elemento atrativo para os estudantes. Nesse sentido, a Lousa Digital Interativa (LDI) surge como uma ferramenta adotada por muitas escolas públicas e particulares da educação básica. Entretanto, o uso dessa nova tecnologia ainda é marcado pela seguinte contradição: se por um lado a LDI é uma ferramenta pedagógica cada vez mais presente no ambiente escolar, por outro, falta conhecer como os professores estão se apropriando dessa nova tecnologia e quais são as "estratégias, táticas e astúcias" que estão acompanhando o uso desse recurso na sala de aula. Nesse contexto, essa investigação tem como objetivo identificar como alguns professores que atuam em escolas que recentemente passaram pelo processo de implementação das LDIs em suas salas de aula estão lidando com essa nova situação. O aporte teórico dessa pesquisa está centrado nas ideias de Michel de Certeau e as etapas consideradas para atingir esses objetivos compreenderam: entrevistas com professores de escolas públicas e particulares que recentemente adotaram o uso das LDIs em suas salas de aula, aplicação de questionário aos outros professores da mesma rede de ensino. Ao final desse processo verificamos que, embora em realidades diferentes, os docentes das diferentes escolas enfrentavam as mesmas dificuldades / Abstract: Since a greater contact with the new media, especially amongst the youth who attend the 21st century basic education, is a characteristic of our society, using audiovisual resources in the classroom can be attractive to students. A pedagogical tool called Lousa Digital Interativa (LDI ¿ Interactive Whiteboard) has thus been adopted by many public and private schools. However, its use is marked by the following contradiction: if, on the one hand, LDI is increasingly present in school environments, on the other, we lack knowledge on how teachers are appropriating this new technology and on what "strategies, tactics and knacks" they have developed to use this resource in the classroom. Therefore, this research aims at identifying how some teachers working in schools that have recently implemented LDIs in their classrooms are dealing with this new situation. The theoretical framework of this research draws on the ideas of Michel de Certeau. Methodology included interviewing teachers of public and private schools that have recently adopted the use of LDIs in their classrooms and applying a questionnaire to other teachers of the same education network. Our results show that, although their reality differs, the teachers of these different schools are faced with the same difficulties / Mestrado / Ensino de Ciencias e Matematica / Mestre em Multiunidades em Ensino de Ciências e Matemática

This theses covers the design and implementation of recording functionality for a set-top box in a home network. An initial investigation is done and possibilities for extending the system to support specific features are presented. Digital TV is becoming more common each day, and soon it will be more widely used than todays analogue standard. At the same time the need for recording TV shows remains the same or is increasing, which is shown by the number of PVR solutions popping up on the market. The goal of this thesis work was to investigate the possibilities for extending an existing set-top box to support common PVR features and, if possible, to implement a prototype. This was supposed to be done in a home network environment with the set-top box as the digital media center. A satisfying solution, covering basic recording functionality is defined and implemented. The solution includes recording to a USB hard drive and to a PC on the local network. On top of this, a graphical user interface is built and some simple benchmarks show the performance of the set-top box with the new functionality.

Denna rapport går igenom processen av att skapa ett säljande koncept och förklarar hur man genom att ta ett steg ut ur en organisations trygghetszon kan locka nya besökare och intressenter. I det här examensarbetet har vi skapat ett marknadsförandekoncept för Studiefrämjandets ledarutbildningar. Uppdraget var att väcka ett större intresse kring utbildningarna och verktygen vi har använt oss av är digitala medier. Tillsammans med en kortfilm har vi skapat en prototyp till ett modulverktyg som i kombination med filmen fungerar som en inspirationsplats för ledarutbildningarna. Modulen som helhet har tre uppgifter; att inspirera, att motivera och att uppmana till handling. Filmen är inspirationen som skapar ett intresse hos besökaren. Motivationen till att ta steget till att agera är modulens deltagarberättelser och genom att ha ett tydligt bokningsverktyg ska användaren enkelt kunna agera och söka utbildningen. / This paper focuses on the process of creating a selling concept and examines how toattract new participants after taking a step out of an organisations comfort zone. In this thesis work we have created a marketing concept for Studiefrämjandet’s leadership courses. The mission was to increase the interest for the course and the tool we have used to achive that is digital media. Along with a short film, we have also created a prototype for a website implement that is to work as an inspirational place for the course. This website implement has three objectives; To inspire, to motivate, and to exhort to action. The short film is the inspiration that creates interest among the visitors. The motivation is created thanks to short storys from former participants, and a calender creates an easy-to-use booking tool where users can apply for the course.

Playfulness and curiosity in the usage of new technology and digital filmmaking has always been of great importance within these fields. There are many different media technologies that can form what the user wants to communicate in a certain context. One of these forms of expression that has increased in popularity from the early 20th century until today is the animation technique, Stop motion. Amateur filmmakers have also found an interest in using the technique. Our purpose has been to study the different aspects as to why young-adult amateur filmmakers have chosen stop motion as the way to express themselves. We have used one essential method, which contains a series of interviews. The result of our studies has shown, apart from the technical advantages that the main reason for using stop motion, according to our respondents, has been that their creations can be measured with professionally produced stop motion-productions. In a very tangible sense stop motion has blurred the line between amateurs and professionals. We found that this result also generated a sense of self-fulfillment for the amateurs using the technique.

Notre problématique centrale concerne le défi éthico-discursif d’une communication qui soit appropriée aux sociétés démocratiques, sur la base de la distinction entre argumentation légitime (persuasion/appropriation) et manipulation (abus/violence). Dans un monde compris comme « globalisé », un tel défi rencontre le problème cognitiviste de traiter les dichotomies entre universel/contextuel, objectif/subjective, public/privé (etc.) dans notre vivre-ensemble, lequel se trouve maintenant largement médiatisé par les technologies numériques. Il faut noter également que tout ce qui vaut pour des actions, en général, vaut également pour la discussion en tant qu’action fondamentale et constitutive des sociétés humaines, où les interlocuteurs sont supposés s’exprimer ouvertement, ainsi que tenir bien compte de leurs points de vue réciproques afin d’arriver, d’une façon simultanément raisonnable et critique, à un accord en suivant une discussion critique (Habermas 1992). La communication légitime aurait ce pouvoir, malgré le défi du « paradoxe de l’argumentation » tel que souligné par Philippe Breton (2008), de dépasser les points de vue individuels des interlocuteurs, afin d’arriver à un résultat partagé qui consisterait en une intégration dans un tout universalisable (consensus – Apel 1994). (Ex.: la constitution d’un pays, les lois internationales comme la Carte des Droits Fondamentaux de l’Homme et qui sait, par la suite, une Magna Carta pour l’Internet.) Ces éléments, posés dans la première partie du texte, viennent nous préparer pour la seconde partie, consacrée à une éthique pour les médias numériques. Notre objectif est donc de lier une préoccupation d’éthique et de philosophie politique, incluant une préoccupation centrale pour l’argumentation, avec celle de la question des mécanismes dont nous disposons, ou devrions disposer, sur la question complexe et difficile de ce qu’on peut appeler l’éthique de la protection de la vie privée de la personne sur internet. Les premiers points sont traités dans la partie A, pour en venir à l’éthique des médias numériques dans la partie B. Conclusions :  Le paradigme proposé par l’éthique discursive offre une approche possible de la communication afin de la comprendre de façon moins réductionniste (c.-à-d., plus holistique), ce qui est mieux approprié à un monde qui se comprend de plus en plus comme « globalisé ».  La synthèse du modèle triadique « composé », selon Peirce-Mead-Grize-Breton, se présente comme un outil éclairant pour cette prise en compte, dans la mesure où elle fournir un cadre interprétatif et critique.  Selon ce cadre théorique on analyse les régulations au Canada et au Brésil, en utilisant le model triangulaire adapté du triangle argumentatif de Breton.  Une Magna Carta « universalisable » pour l’Internet devient une piste envisagée, en soulignant ces trois principes centraux: - neutralité de la toile; - protection de la liberté d’expression; - protection des données personnelles, liée au droit de la vie privée (« privacy »). / Abstract : We confront the tension between legitimacy vs. manipulation in persuasive discourse: the old tricky aporia of argumentation, dating back to the ancient Greeks when they first founded democracy. This has been more recently highlighted by Philippe Breton (2008) as the subtle “paradox of argumentation,” which concerns the dynamics of human language as a valuable hermeneutical enterprise, one susceptible to (mis) interpretations as well as to phenomena of critical dissent and controversies. Our main questions subsequently turn around the central concern of how we may promote democratic participation and discussion, in the era of the Internet, in ways that can work to motivate the improvement of our inter-subjective communicative performances in healthy and legitimate manners, instead of facilitating corruption via blunt censorship or other manipulative tricks. As we consider dialogue and argumentation to be the most crucial traits of the democratic enterprise, we also discuss the role played by American pragmatism to the nourishment of such democratic ideal. Particularly, we focus on the theoretical approaches proposed by Peirce and Mead concerning autonomy and reflexivity, not without mentioning its champion on education, John Dewey, whose works have all been preoccupied with the maintenance and development of the main axes for good functioning democratic societies, namely: education, science, and communication. To better reflect about this, we integrate into Breton’s triangle a Peirce-Mead semiotic “triadic” approach that supports autonomy, so as to propose a compounded model that is able to both encompass the rich possibilities of communication and, on the other hand, delimit as much as possible the range of interactive dialogism, peculiar to human language, so as to foster ethical (legitimate) exchanges. All these elements considered in Part A prepare the terrain for the subsequent considerations developed in Part B, regarding an ethics for digital media. Conclusions: • The paradigm proposed by Discourse Ethics, under the light of a semiotic approach on autonomy, reflexivity and the self, is suggested as a reliable theoretical framework of departure. • This has led us to a compounded ‘triadic’ model that incorporates the most relevant aspects from the views of Peirce, Mead, Grize and Breton. • Then, in Part B, concerning the challenges brought by Digital Media to contemporary societies, we conclude that the more of one’s privacy an individual is required to relinquish for governments and/or companies (no matter the reasons involved), the more transparency by those handling one’s sensitive information should be required to be provided, in return. • All this in order to prevent manipulation and abuses of power as much as possible, so as to keep a balanced ‘communicative triangle’ among interlocutors (according to the proposed triangular model), essential for democracies to be maintained and thrive, so as to rend possible the adoption of a Magna Carta for the Internet that would be globally acceptable and focused on the three main principles of: - net neutrality; - freedom of expression; - privacy protection.

The purpose of this study was to examine the use of tablet computers in a Swedish language, classroom. This study aims to investigate student and teacher attitudes when using tablet computers for story writing. One fifth grade classroom was observed on three occasions and a total of six students and three teachers were subsequently interviewed. This study addresses the following questions: <ul type="disc">How are tablet computers used for writing stories in a Swedish classroom?   What opportunities and obstacles do teachers experience when using the tablet computers when it comes to writing stories? Which method was preferred by the students? Writing stories on tablet computers or writing by hand? This qualitative study was based on observations and interviews. Analysis of observations and interviews show that the tablet computers appear to help the students with language, organisation and structure in the writing of stories. However, teachers still need to incorporate both writing by hand and using the tablet computers to ensure competence for real-life situations which still use a mixture of both skills. The results also showed that tablet computers are a useful tool for communication when students help each other in their writing. Classroom observations suggest that tablet computers can act as a mediator tool in the Swedish elementary school classroom primarily as it makes the writing process easier for the students. Analysis of teacher interviews suggest that teachers prefer to have students use tablets as it makes the student’s texts clearer, facilitating assessment.

Internet and digital media have profoundly reorganised the radio landscape by giving birth to new formats and patterns of radio listening. Today, traditional radio actors systematically use online platforms to diffuse their programs and communicate with their audience. This master thesis offers a case study and examines how Radio FIP, a French music station of public service, uses its digital devices to diffuse its program and produce content online. On the basis of existing researches on radio and radio diffusion online, and with the help of the concepts of format, media logics and hybrid media system, the author of this paper defines two logics of traditional radio and radio online used as reference in order to analysis the influence of media logics on the station’s material and formats online.   Observation of Radio FIP’s website and social media pages on Facebook and Twitter showed  a clear influence of radio online logics in the visual and informative extra content, the additional audio offers through online webradio streams, the promotion of non linear and asynchronous formats of radio listening’s and the incorporation of networked media frames. At the same time, logics of traditional radio prove to be also very significant with the pre-eminence and promotion of the station’s on air broadcast on digital devices and the reproduction of traditional radio patterns of temporality, music prescription and vertical communication on social media platforms. The coexistence of the two logics in Radio FIP online platforms characterises the station’s digital apparatus as a hybrid media space, and opens up new research trails for better understanding what influence the content formats of radio stations diffusing online.

[pt] Este trabalho tem como objetivo estudar a introdução da TV Digital terrestre no Brasil sob os aspectos de Educação e Cultura. Voltar o olhar para as instâncias culturais que mediam tal transição foi considerado fundamental, uma vez que os pensadores de televisão, seja no plano mercadológico, seja no campo acadêmico, enxergam no recém-implantado e já em operação Sistema Brasileiro de TV Digital terrestre (SBTVD-t), uma oportunidade para a inclusão digital, para a criação de novos conteúdos e para a convergência com outras mídias digitais. A pesquisa teve como fontes de consulta documentos oficiais, trabalhos publicados, entrevistas com especialistas e participação em conferências internacionais sobre o tema. As representações sociais, nos termos propostos por Moskovici e Jodelet, dadas à TVD por professores e estudantes foi também outro campo de investigação. A análise do material permitiu o surgimento de quatro eixos temáticos: alta-definição, multiprogramação, interatividade e portabilidade, sendo que neste trabalho é dada ênfase aos dois últimos. As conclusões mostram que existem muitas expectativas em relação à TV Digital , embora atualmente ainda não passe de sinônimo de alta definição de imagem e som. No sentido de mudanças significativas, a TV tem seu papel a ser repensado entre os meios de comunicação, principalmente quando relacionados à educação, permanecendo a incógnita de qual função social a TV Digital passaria a ter no contexto dos modos de recepção das novas mídias digitais como a interatividade da internet, redes sociais virtuais e vídeos sob demanda. Finalmente, a pesquisa aponta para necessidade de novas investigações que avancem no sentido da reverberação das vozes do campo da educação sobre esse que é um dos temas mais relevantes na discussão atual de mídia no Brasil. / [en] This work aims to study the introduction of digital TV in Brazil under the aspects of education and culture. To examine the cultural instances that mediate this transition was considered crucial, since both in the marketplace and in academia, the newly established, operating Brazilian System of Digital Terrestrial TV (SBTVD-t) is seen as an opportunity for digital inclusion, as well as for creating new content and bring about synergies with other digital media. The research is based on official documents, published papers, interviews with experts, and participation in international conferences on the subject. The study of teachers’s and students’s “social representations” of digital TV constituted another subject of the present research. Four themes emerged through the analysis of the material: high definition, multiprogramming, portability and interactivity. Emphasis was given to the last two. The conclusions show that while expectations are extremely positive, digital TV currently is no more than a synonym of high-definition for picture and sound. Its role has to be rethought in the communication scenario, especially in relation to education. Moreover, its social function still needs to be better understood in the context of the reception of new digital media (e.g. internet interactivity of the Internet, virtual social networks, video on demand). Finally, the research points to the need for further research to move towards more connections with the field of education, which is central in discussions about the media in Brazil.

Die vorliegende Arbeit setzt sich mit der Frage der Kompetenzen der Lehrenden in Zusammenhang mit dem Lehren und Lernen mit digitalen Medien und über digitale Medien an Schulen auseinander. Notwendige Voraussetzungen für die Erstellung eines Kompetenzmodells für Lehrende werden theoretisch abgeleitet und empirisch untersucht. Die Frage der schulorganisatorischen Umsetzung, die der Legitimation von digitalen Medien im Unterricht und die Auseinandersetzung mit Lehrtheorien sind Prämissen für das Design des Kompetenzmodells. Das Rahmenmodell TPCK wird zum Ausgangspunkt für die Ausformulierung der Kompetenzen. Im Rahmen der empirischen Untersuchung wird der vermutete Zusammenhang zwischen konstruktivistischer Sichtweise und dem verstärkten Einsatz digitaler Medien untersucht. Aber auch die Korrelationen zwischen Anwendungskenntnissen und pädagogischen Kenntnissen bei Lehrenden sowie die Relation zwischen Unterrichtserfahrung und den Kenntnissen der Lehrenden sind ein wesentlicher Bestandteil der quantitativen Forschungsarbeit. Es werden folgende Forschungsfragen behandelt: Inwiefern bestehen Wechselwirkungen zwischen der lehrtheoretischen Sichtweise von Lehrenden an Schulen und dem Einsatz digitaler Medien im Unterricht? Inwiefern ist die Verwendung digitaler Medien im Unterricht abhängig von den Anwendungs-kenntnissen der Lehrenden und welchen Stellenwert haben informatische Kenntnisse sowie Kompetenzen im Umgang mit Social Media bei den Anwendungskompetenzen der Lehrenden? Inwiefern ist das Lehren und Lernen mit digitalen Medien und über digitale Medien abhängig von der Unterrichtserfahrung der Lehrenden und welche Bedeutung hat in diesem Zusammenhang die Art der Kommunikation und Kooperation am Schulstandort und über den Schulstandort hinaus? Das Ziel dieser Abhandlung ist es, mit der Erstellung eines Kompetenzmodells für Lehrende einen bislang fehlenden Grundstein sowohl für die Ausbildung künftiger Lehrerinnen und Lehrer zu setzen, aber auch eine Zielvorgabe für die Fort- und Weiterbildung bereitzustellen. / The present work discusses the question of the competences of teachers in conjunction with teaching and learning using digital media, and via digital media at schools. The necessary prerequisites for the creation of a competence model for teachers are theoretically deduced and empirically analyzed. Premises for the design of the competence model are the question of the organizational implementation, the legitimation of digital media for teaching and the discussion of teaching theories. The framework model TPCK is the starting point for the formulation of the competences. The assumed correlation between a constructivist approach and the increasing use of digital media is analyzed within the framework of the empirical examination. However, the correlations between the application knowledge and pedagogic knowledge among the teaching staff, and the relation between teaching experience and knowledge of the teachers are also a main part of the quantitative research. The following research questions are covered: To what extent are there interactions between the theoretical view of teaching at schools and the use of digital teaching media in teaching? To what extent does the use of digital media in teaching depend on the application knowledge of teachers, and how important are computer knowledge and competence in the use of social media for the application competence of the teachers? To what extent are teaching and learning with digital media and using digital media dependent on the teaching experience of the teachers, and what is the significance in these in relation to the means of communication and cooperation within and beyond the school premises? This works aims to create a missing corner stone through the creation of a competence model for teachers for the training of future teachers and also for the further and advanced training of teachers.

The purpose of this thesis is to investigate the communication within archaeology and cultural heritage through mobile applications, also known as apps. It brings up digital media and apps as a way of communicating and in what ways this could broaden the existing communication within cultural heritage and archaeology towards a changing and digitalized society. The thesis furthermore presents a study that was made with the purpose of investigating how three chosen apps communicating archaeology and cultural heritage are used and experienced and also if there was room for improvement within these apps The study showed that every app was following a similar design since every app was at least partly dependent on that the person testing it was located in a particular place. This was experienced as limiting and this feature got a high amount of negative response from the users. Even though the apps delivered knowledge through popular digital media they still could not reach all the way to the users and the conclusion was made that it most likely was because of the location-based design and because they did not give the users themselves the ability to be involved in the content. The conclusion is that it is not simply enough to digitalize communication because they also have to meet certain goals within quality and interactivity standards. This because modern smartphone users have higher expectations due to the high amount of apps avaliable on todays market. Suggestions are made about investments in working with the gaming inustries to make communication and learning via digital media interactive and with focus on the audience and the user.