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O software Publisher como ferramenta pedagógica: uma proposta para viabilização do letramento digitalNascimento, Iara Costa 30 September 2015 (has links)
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Previous issue date: 2015-09-30 / We understand the language as a process and interaction and literacies as contextualized
processes that comprise the social practices of reading and writing various types of text. We
argue that the school should contribute to the development of this literacy in its daily teaching
practice, taking into account the educational needs of the contemporary world, immersed in a
digital culture. Considering the issue of liability granted to school and to promote a digital
literacy process, we build a problem axis that directed the methodological procedures of this
research: how to favor students of the 5th year of elementary school, at a public school in the
city of Campina Grande, with the viability of digital literacy? From this research question, we
developed a methodology to find a possible answer and / or solution to this question. We
decided to do a qualitative research of applied nature and explanatory type which was designed
as action research. The instruments used for data collection were a questionnaire probing, with
participant observation, video and audio recordings of the meetings and a question made to the
students at the end of the survey. The goal was to use the Publisher software as a pedagogical
tool for making the digital leaflet, with the students of the 5th year of elementary school, at a
public school in Campina Grande, State of Paraiba, and consider whether this action contributed
to enabling the digital literacy of the class. To support the discussion, we sought theoretical
basis of authors such as: Koch (2006) and Travaglia (2008) on language and interaction; Street
(1984, 2014), Kleiman (2005, 2012), Aranha (2008, 2011), Rojo (2012) and Soares (2009,
2012), about literacies; Lévy (1993, 1999) and Xavier on technologies; Braga & Ricarte (2005)
and Palfrey & Gasser (2011), about digital natives and digital literacy. The proposal is not
intended to be a digital revolution in school, or even the substitution of a new literacy for
another, but we seek to promote access to knowledge that would enable the development of
new skills, and, through these, students would have the will and autonomy to perform their
reading and writing skills in digital media in various social contexts, beyond the school
environment. We understand that the proposal contributed to enabling digital literacy, thus
responding to the research question that started this work, proving the hypothesis: "Using the
Publisher software as a pedagogical tool in the making of a digital leaflet enables the digital
literacy process for students of the 5th year of elementary school I". To share this experience
with other educators and people who are interested, we have created a Digital Guide with
guidelines for teachers who wish to make a similar or identical proposal for their courses,
adapting it to the context, providing opportunities for other students to experience the use of a
software application as a pedagogical tool. / Compreendemos a linguagem como processo e interação, e letramentos como processos
contextualizados, que compreendem práticas sociais de leitura e escrita em diversos tipos de
suportes textuais. Defendemos que a escola deve contribuir para o desenvolvimento desse
letramento em sua prática pedagógica cotidiana, levando em consideração as necessidades
educativas da contemporaneidade, imersa em uma cultura digital. Considerando a questão da
responsabilidade outorgada à escola quanto à promoção do processo de letramento digital,
construímos um eixo problematizador que direcionou os procedimentos metodológicos desta
pesquisa: como favorecer aos alunos do 5º ano, do Ensino Fundamental I, de uma escola
municipal da cidade de Campina Grande, à viabilização do letramento digital? A partir dessa
pergunta investigativa, elaboramos uma metodologia para buscar uma possível resposta e/ou
solução para esse questionamento. Decidimos por uma pesquisa qualitativa, de natureza
aplicada, do tipo explicativa e delineada como pesquisa-ação. Os instrumentos usados para
coleta de dados foram: um questionário de sondagem, a observação participante, as gravações
em vídeo e áudio dos encontros realizados e a pergunta feita aos alunos no final da pesquisa. O
objetivo era usar o software Publisher como ferramenta pedagógica para confeccionar o folheto
informativo digital junto aos referidos alunos citados logo acima e, analisar se essa ação
contribuía para viabilização do letramento digital da turma. Para apoiar as discussões, buscamos
base teórica em autores como: Koch (2006) e Travaglia (2008) sobre linguagem e interação;
Street (1984, 2014), Kleiman (2005, 2012), Aranha (2008, 2011), Rojo (2012) e Soares (2009,
2012), sobre letramentos; Lévy (1993, 1999) e Xavier (2002), sobre tecnologias, e Braga &
Ricarte (2005) e Palfrey & Gasser (2011), sobre letramento digital e nativos digitais. Não
pretendemos constituir uma revolução digital na escola, ou mesmo na transposição de um
letramento para outro, mas sim promover a busca pelo acesso a conhecimentos que permitam o
desenvolvimento de novas habilidades e, por meio destas, os alunos sintam vontade e
autonomia para desempenhar suas competências relacionadas à leitura e a escrita em suportes
digitais nos diversos contextos sociais, além do ambiente escolar. Entendemos que a proposta
contribuiu para viabilização do letramento digital, respondendo, assim, à questão investigativa
que deu início a esta pesquisa, comprovando a hipótese: “o uso do software aplicativo
Publisher, como ferramenta pedagógica, na confecção de um folheto informativo digital
viabiliza o processo de letramento digital aos alunos do 5º ano do Ensino Fundamental I”. Para
compartilhar esta experiência com outros educadores e interessados, criamos um Guia Digital,
com orientações para os professores que desejem realizar uma proposta igual ou semelhante
para suas turmas, adaptando-a ao seu contexto, oportunizando outros alunos experimentarem o
uso de um software aplicativo como ferramenta pedagógica.
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Outta This World: Merging Classic Animation Styles with Modern Technologies and DesignsCorrigan, Nicholas C. 24 August 2017 (has links)
No description available.
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Digital mjukvara som verktyg för att främja den muntliga kompetensen : Gymnasielärares användning av och attityder till digital mjukvara i ämnet engelska / Digital software as a tool to promote oral proficiency : Upper secondary teacher's use of and attitudes towardsdigital software in the English subjectFrom, Johannes January 2020 (has links)
This study aims to examine the usage of digital software in the English education in Swedish schools. The main purpose of the study is to answer the questions of what type of software is most commonly used, how this software is used to help promote vocal skills, and what the pros of using digital software instead of traditional education materials such as textbooks are. Data is collected through an opinion poll, and the results of the opinion poll are analyzed through thematic analysis. The conclusion of the study is that digital, digital software most commonly found online and used in everyday life, is most often used in conjunction with listening activities to improve the student’s vocal skills, albeit not a very popular choice by teachers. The study also found that the pros to using digital software instead of traditional educational materials are most prominently pronounced through the reduced workload on the teachers, as well as the increased structure, variation, motivation and enjoyment provided for the students.
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Visuella gränssnitts påverkan på upplevelse av ljud inom programvara för musikproduktionPersson, Ludwig, Uusitalo, Laura January 2023 (has links)
Despite software being commonplace in the recording industry today, preconceptions exist regarding the digital equivalents of yesteryears hardware. Whilst studies within the field of cognitive psychology shows that prejudice can influence sense-experience, or how different senses can have influence one another, most studies regarding interface design seem to focus on usability. Since quality of sound arguably is a considerable factor in regards to the success of this type of software, this study intends to investigate whether graphical user interfaces can affect how sound is perceived. An experiment was conducted where participants with the help of a survey had to evaluate the same sounds in relation to two graphical user interfaces designed according to two common designs, in order to see whether any differences could be found. Based on the results, neither the research question could be answered, nor could the null hypothesis be rejected, mostly because of a lack of participants. Despite the many problems, potential and real, as well as the amount of research fields that the study transcends, the study could do well as groundwork for a larger study.
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