Este trabalho discute, descreve e sistematiza aÃÃes para o ensino de MatemÃtica com o uso do computador na escola, identificando de que forma à possÃvel integrÃ-lo aos seus espaÃos de saber, como subsÃdio didÃtico a um ensino que melhore os processos e resultados da aprendizagem. O objetivo geral da pesquisa consiste em desenvolver estratÃgias de sistematizaÃÃo para o acompanhamento metodolÃgico de ensino que possibilite o uso do computador integrado com os objetivos de aprendizagem e programas escolares de forma que o professor adquira autonomia e criticidade do uso dessa ferramenta nas aulas, no decorrer da sua formaÃÃo continuada em serviÃo. No sentido de identificar quais aÃÃes pedagÃgicas possibilitam integraÃÃo e complementaridade entre a sala de aula de MatemÃtica e o LaboratÃrio de InformÃtica Educativa (LIE), este trabalho pauta-se no planejamento de aulas, na formaÃÃo continuada do professor de MatemÃtica, na utilizaÃÃo eficaz e eficiente do LaboratÃrio de InformÃtica, nas aÃÃes do nÃcleo gestor, nas possibilidades e limitaÃÃes das tecnologias digitais no cenÃrio atual e no ensino de MatemÃtica, tomando como fundamentaÃÃo teÃrico-metodolÃgica a SeqÃÃncia Fedathi e a Engenharia DidÃtica. A metodologia empregada nesta pesquisa aplicou princÃpios da pesquisa qualitativa, caracterizando-se como uma pesquisa participante, em que prevaleceram fortemente os conhecimentos adquiridos durante as atividades prÃticas realizadas no ambiente escolar. A pesquisa foi realizada na escola estadual Eunice Weaver, situada em Maranguape-CE e envolveu diretamente o NÃcleo Gestor da escola, cinco professores de MatemÃtica, cinco alunos da escola que participaram como monitores e uma professora lotada no LaboratÃrio de InformÃtica da escola. Tomando como base a idÃia de que uma das aÃÃes da pesquisa envolvia o ensino com o intuito da aprendizagem, participaram quatro turmas de 6 ano, duas do 9 ano do Ensino Fundamental e trÃs turmas do 1 ano do Ensino MÃdio. Os alunos nÃo foram identificados e os dados quantitativos coletados por meio do prÃ-teste, pÃs-teste, participaÃÃo nas sessÃes didÃticas e fichas de avaliaÃÃo continuada serviram para compreender e embasar as aÃÃes desenvolvidas no planejamento com os professores, com fins de compreensÃo, reflexÃo e ajustes. De todo o grupo envolvido, os docentes foram os mais resistentes a admitir que o computador pode realimentar e redimensionar a prÃtica pedagÃgica. Os resultados evidenciaram que as estratÃgias de ensino com o uso do computador, proposto neste trabalho dependeram de um conjunto de aÃÃes diretas que agiram, principalmente, no componente humano, exigindo mudanÃas significativas na organizaÃÃo da escola, na ergonomia do LIE e nas formas de pensar e agir dos pesquisados. / This material discusses, describes and systemizes actions for Mathematics teaching which utilizes the computer as a tool in schools. The purpose is to identify in what way is possible to integrate the computers with the Math subject, as a didactic subsidy to an education that improves results and processes of learning. The general objective of this research consists of developing some systematization strategies for a methodological education to follow along that makes the use of computers possible which integrates with the learning objectives and school programs. This is done in a way that the professor acquires autonomy and criticism with the use of this tool during the lessons, in his or her formation service during the course. In order to identify which actions of education make it possible for the integration and complementation between the Math class and the Computer Education Lab (CEL), this material, guides itself in the preparation of lessons in the continued formation of the Math professor, through the qualified and efficient use of the Computer science lab, in the actions of the school managing center, and in the possibilities and limitations of the digital technologies in our current world and in the Mathematic education, taking as methodological base theory, the Fedathi Sequence and the Didactic Engineering. The methodology used in this research applied the principles of qualitative research, characterizing itself as a participant research, in which the knowledge acquired during the practical activities in the school environment was the most important process. The research was carried through the State school of Eunice Weaver, located in Maranguape-CE. The School Managing Center, five Math professors, five students from the school who had participated as tutors and also a teacher, were directly involved in this event that occurred in a crowded Computer science Lab at the school. This idea evolved through the actions of the research included teaching which was the main purpose of learning, four groups of 6th grade and two of 9th grade from Junior High School and three groups of 10th grade from Senior High School had participated. The students were not identified and the collected quantitative data through the daily Pre-test, Re-test, participation in the didactic sessions and formularies of continued evaluation had served to understand and to base the actions developed in the planning by the professors, with the purpose of understanding, reflections and adjustments. From the entire participated groups, the professors had been the most resistant to admit that the computer can enrich and magnify the practices of education. The results proved that the strategies of education with the use of the computers, considered in this material, were based on a set of direct actions that had acted, mainly, in the human intelligence, demanding significant changes in the organization of the school, in the ergonomics of the CEL and in the thoughts and actions of the sampled researched.

Today, digital technologies (DT) can be said to play an important role in the Swedish school system. The goal of this essay was to describe DT use by school leaders, in relation to their views on schools’ goals and visions, and teachers’ and students’ use of DTs. Semi-structured interviews were conducted with five school leaders of secondary schools in Umeå municipality, Sweden. The results show that school leaders’ use of DTs center on three key tasks: communication, information and administration. Further, it is shown that school leaders’ views vary in regards to DTs’ role in school goals, and visions, for digital use. In the discussion/analysis it is argued that school leaders’ views on DTs in schools can be explained as functionalistic, and that this view may inhibit new uses for DTs in schools, and also give a dysfunctional view on the technologies that school leaders do not use. In conclusion it is argued that school leaders might need to reflect more about the DT use of schools

Στην παρούσα εργασία, στα πλαίσια της συζήτησης για την ένταξη των νέων τεχνολογιών στην εκπαίδευση, αναδεικνύουμε τα οφέλη από τη χρήση εκπαιδευτικών λογισμικών πακέτων στη διδασκαλία των μαθηματικών στα σχολεία. Γίνεται αναφορά στα Λογισμικά Δυναμικής Γεωμετρίας (Dynamic Geometry Software) και στα Υπολογιστικά Συστήματα Άλγεβρας (Computer Algebra Systems) και τονίζεται η χρηστικότητα του ελεύθερου λογισμικού Geogebra στη διδασκαλία του Απειροστικού Λογισμού. Επιχειρούμε, τέλος, να περιγράψουμε την πρόσθετη παιδαγωγική αξία που μπορεί να προκύψει κατά τη διδασκαλία των εννοιών της παραγώγου, της εφαπτομένης, του ορισμένου ολοκληρώματος και του Θεμελιώδους Θεωρήματος του Λογισμού με τη χρήση κατάλληλων εκπαιδευτικών λογισμικών. / This paper is refered at the incorporation of digital technology in education of mathematics and emphasized at the capability that digital technology provides for investigated learning. At this level there is a reference at Dynamic Geometry Software and at Computer Algebra Systems and emphasized the facility of the free software Geoebra in teaching of Calculus. In particular it’s investigated the additional pedagogic value that could arise during the teaching procedure of the derivative, the tangent, the definite integral and the Fundamental theorem of calculus by the use of suitable educational software.

The previous Head of Digital at Tate, John Stack, argues that digital transformation and the audience’s increasing expectation of participation are the two major changes during the last ten years (Mitchell 2014). This thesis addresses Tate Modern’s use of digital technologies with focus on how audience interaction and participation is facilitated through the affordances of digital technology. Additionally, this thesis examines how Tate’s digital policies corresponds with Tate Modern’s actual practices, online and onsite, regarding audience participation and interaction.  Discrepancies regarding Tate Modern’s practical approach to audience interaction and participation in relation to its policies were identified. The audience was not genuinely invited to participate through digital technologies during the examined period.  Tate Modern, although being a leader in its field, still has some way to go in its digital development and its approach towards the audience before becoming a truly participatory museum.

Devido às transformações que o ensino atravessa, o surgimento de novas tecnologias digitais utilizadas no ensino e diante da falta de motivação por parte dos alunos no aprendizado da matemática e da física, essa pesquisa foi concebida com o objetivo de verificar, as potencialidades do uso do software Geogebra no ensino interdisciplinar, através de atividades simuladas no Geogebra para resolução de problemas em óptica geométrica. / Due to new technologies introduced in teaching and a lack of motivation among students to learn mathematics and physics, inspired this research to verify the potential of Geogebra software in interdisciplinary learning through activities simulated in Geogebra to solve problems on/about geometrical optics.

Digitalization and digital technologies is gaining increased influence in today's society and contribute to many societal changes, globally as well as locally. This has a great impact on organizations, as well as the work methods within these. Therefore, the aim of this thesis is to study how the HR function and the role of HR have been altered by the digital transformation and which effects this may lead to. In order to find trends and identify effects, a systematic literature review has been used as a way to gain a deeper understanding of how HR has been affected by digitalization. The study has shown that digitalization has contributed to a major change in HR's role in the organization. Digital technologies open up new ways of working and new focus areas for HR, and contribute to cost-effectiveness as it frees administrative work and creates opportunities for reaching out to broad networks.

This study investigates the digital lifeworlds of rural and urban 13- to 18-year old young people in an African, specifically Nigerian, context. Children and young people’s digital lifeworlds and practices with technology in the global North is well researched and documented. By contrast, research focusing on their counterparts, particularly pre-teens’ and teenagers’ digital practices and participation in Africa is still largely limited and exploratory; and the field underdeveloped. This is more so despite the important role played by digital communication technologies in children and young people’s everyday life. Privileging the use of a mixed methods approach, this study conducted 16 focus group discussions with 175 participants and a survey of 380 respondents in public and private schools sampled across two of Nigeria’s major geopolitical zones. Supported by the child-centred approach and the domestication framework by Silverstone, Hirsch and Morley (1992), the study provides a multi-layered portrait of the ways in which Nigerian teens access, understand, work and play with and negotiate the digital technologies that are available to them. The study also broadly pays attention to how young people constitute their digital lives and the role played by contextual dynamics and community networks such as family, school and others. It was found that young people in Nigeria have a considerable access to and are predominantly using mobile phones and the Internet (via the ‘mobile internet’). However, this did not preclude the divides and marginalities between children from dissimilar social backgrounds. Teens’ significant outcomes with technology mostly centre around the need for communication and interaction with friends first, and then family. They also primarily use technology to cultivate and maintain their peer culture, for self-care, dealing with mental wellbeing, and as a critical resource for education and information-seeking. Nigerian children’s digital practices are substantially shaped and at the same time undermined by various mediators or digital gatekeepers. These include parents, teachers, guardians and older adults who are presented mostly as prohibitors and moral panic mongers. Issues such as the absence of digital literacy and skill on the part of the children, their parents and teachers also limit the teens’ agency and digital opportunities and result in unchecked risks such as access to pornography, meeting online with strangers/online grooming, distractions, identity issues/negative role modelling. Moreover, the opportunities and benefits of technology in children’s lives remain precarious, stratified and complex. This study attempts to place children’s digital lifeworlds in its wider socio-spatial context and experience, contributing an important dimension to children’s digital practices, especially as there exists a resonant paucity of and apathy towards research and scholarship in children and media studies in Africa. Techno-shaming children into silence, fear, scepticism, guilt or moral panic is a common, but flawed strategy. Instead, it is suggested that government, schools and families should reconsider the precarious subjective-subordinate and marginalised position of young people and allow them the agency to contribute to decisions relating to their digital lives. Adult decision makers must focus on expanding Nigerian teens’ digital opportunities and rights. There is equally the need to develop resources that might help empower parents, families and adults by providing knowledge of the opportunities and risks of the digital age.

Magister Curationis - MCur / Digital integration is evident in many countries and across all sectors. The need for integration of Information and Communications Technology with higher education was almost inevitable because of the effect of the COVID-19 pandemic. The closure of higher education institutions in South Africa has made it mandatory for institutions to transition from traditional face-toface classroom learning to online learning. This mitigation left minimal time to achieve institution readiness in adopting this new manner of learning and subsequently will influence the students’ learning experiences.

The study of writing has moved through process and product movements. The rapid introduction of technology into classroom spaces has provided new platforms and opportunities for students to integrate multiple modes of communication into a single act of composing. While there is an acknowledgment that digital multimodal composition is a highly complex act and set of processes, much of the literature and investigation into this digital turn in composing has largely been product focused versus process focused. This exploratory qualitative case study examined how students compose using digital tools and were driven by questions about what activities in which they engage and what patterns exist in how those activities come together. Using a combination of data sources including screen capture video, think-aloud protocols, and retrospective surveys, eleven process activity categories emerged from analysis including selection, text entry, manipulation, referencing, environment setting, review, contemplation, waiting, breaks, transition, and completion. Process activity categories then informed the inductive determination of four tendencies that impact how process activity comes together during participant acts of composing. Participants displayed as one-dimensional, irresolute, flexible, and perfectionist. Broad patterns related to process activity progression and traditional concepts of print were present in participant composing activity. Viewed together, vague complexities noted in literature are explicitly illustrated and elaborated and an argument for digital multimodal composing as a design process is made. Recommendations for practitioners and researchers are shared.

This research articulates a relationship between the physical community of Harlem, New York and the digital community comprising TripAdvisor, the world's largest travel related social media website. The purpose of this research is to identify forces of racial commodification in the tourism industry and analyze the role of digital technologies in this process. This research is important because tourism and digital technologies are active sites of racial formation and inequality, and TripAdvisor helps mediate the way they interact. This research employs a mixed-method qualitative approach to articulating the Harlem-TripAdvisor relationship: discourse analysis of online reviews of a prominent cultural tourism company in Harlem, ethnography of that company's tour experiences, and techniques designed to bridge methodological gaps between these two. I find that the Harlem-TripAdvisor relationship produces a three-layered discursive structure, with each successive layer less visible relative to each other. The first—and most visible layer—contains a discourse based in newly emerging conventions of online travel writing. The second layer contains a discourse reflecting touristic valuations of racial difference in capitalistic markets. The third—and least visible layer—contains a discourse reflecting histories and current patterns of racial oppression and inequality. Each of these layers are necessary to create a definition of race emphasizing its supposed benefits to economic growth at the same time it remains a hierarchical and exploitative social construction. / Doctor of Philosophy / This research articulates a relationship between the physical community of Harlem, New York and the digital community comprising TripAdvisor, the world’s largest travel related social media website. The purpose of this research is to identify forces of racial commodification in the tourism industry and analyze the role of digital technologies in this process. This research is important because tourism and digital technologies are active sites of racial formation and inequality, and TripAdvisor helps mediate the way they interact. This research employs a mixed-method qualitative approach to articulating the Harlem-TripAdvisor relationship: discourse analysis of online reviews of a prominent cultural tourism company in Harlem, ethnography of that company’s tour experiences, and techniques designed to bridge methodological gaps between these two. I find that the Harlem-TripAdvisor relationship produces a three-layered discursive structure, with each successive layer less visible relative to each other. The first—and most visible layer— contains a discourse based in newly emerging conventions of online travel writing. The second layer contains a discourse reflecting touristic valuations of racial difference in capitalistic markets. The third—and least visible layer—contains a discourse reflecting histories and current patterns of racial oppression and inequality. Each of these layers are necessary to create a definition of race emphasizing its supposed benefits to economic growth at the same time it remains a hierarchical and exploitative social construction.