Submitted by Mariana Dornelles Vargas (marianadv) on 2015-05-27T13:31:09Z No. of bitstreams: 1 adaptacao_conteudos.pdf: 1461923 bytes, checksum: 1272ba554f9ec06de579b9f337be5ff5 (MD5) / Made available in DSpace on 2015-05-27T13:31:09Z (GMT). No. of bitstreams: 1 adaptacao_conteudos.pdf: 1461923 bytes, checksum: 1272ba554f9ec06de579b9f337be5ff5 (MD5) Previous issue date: 2011 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Os objetos de aprendizagem (OAs) têm tomado um papel importante no contexto educacional atual, onde os meios computacionais se tornam cada vez mais presentes em sala de aula impulsionados por instituições governamentais. Dentre as características necessárias para utilização efetiva dos OAs a bibliografia enumera dois pontos principais, o reuso e o compartilhamento. Com o avanço de novos meios computacionais o conceito de reuso tem adquirido novas proporções vislumbrando a utilização do conteúdo educacional disponibilizado pelos OAs em diversos ambientes computacionais. Dentre estes novos ambientes computacionais, os dispositivos móveis e a televisão digital (TVD) estendem o conceito de e-learning criando duas novas vertentes, são elas o m-learning e t-learning respectivamente. Apesar disso, os OAs criados para os ambientes de e-learning dificilmente podem ser reutilizados nos novos ambientes devido às dificuldades de apresentação de conteúdo nos dispositivos móveis e de TVD. Para dar apoio à visualização de OAs nestes novos ambientes o presente trabalho apresenta conceitos relacionados à OAs, a TVD e aos agentes de software para basear a análise do sistema multiagentes desenvolvido. Este sistema tem como principal funcionalidade a adaptação de conteúdo para os ambientes de t-learning e m-learning. A intenção do presente trabalho é apresentar uma arquitetura, utilizando diagramas da Agent UML, que comporte a adaptação de OAs para que possam ser visualizados em múltiplos ambientes e aplicar esta arquitetura a casos de uso voltados à televisão digital. Através do sistema desenvolvido foi possível adaptar múltiplos formatos de conteúdos de OAs para que sejam visualizados nos dispositivos do Sistema Brasileiro de Televisão Digital (SBTVD). / Learning Objects (LO) are assuming an important role in current educational context, where computational resources are a common presence in the classroom due to government incentives. Among the needed characteristics for right using of LOs by teachers and students, two main aspects are highlighted by the literature, the reusing and sharing. With the advances in the new computing environments the concept of reusing has been taking new proportions viewing the utilization of its educational content in several computing environments. Among these new computing environments, the mobile devices and the digital television (DTV) extends the concept of e-learning creating two new strands, they are the m-learning and t-learning respectively. Nevertheless, the LOs created for e-learning environment hardly can be used in the new environments due to the difficulties of presenting on mobile and DTV devices. To help the presenting of LOs in these new environments this work presents concepts related to LOs, DTV and agents based software aiming the analysis of a multiagent system developed. This system has as your main feature the adaptation of content for t-learning and m-learning environments. The intention of this work is present an architecture, using Agent UML (AUML) diagrams, that supports the LOs adaptation for viewing in multiple environments and apply this architecture to digital television use cases. Through the system developed should be possible to adapt multiple LOs content formats to be viewed on the devices of the Brazilian System of Digital Television (SBTVD).

Made available in DSpace on 2016-04-27T16:57:27Z (GMT). No. of bitstreams: 1 Renata Ercilia Mendes Nifoci.pdf: 12160778 bytes, checksum: a5494f21bc3486eee31baf5e84daa89d (MD5) Previous issue date: 2013-08-22 / Secretaria da Educação do Estado de São Paulo / The use of information technology is present in many environments, including the educational environment. This background, this research aims to an analysis of the knowledge revealed by mathematics teachers in a continuing education course to use learning objects available in the repository M3 Multimedia Mathematics as a technology for teaching geometry. Through the methodology of Narratives, the teachers were able to report their concerns and expectations the teaching of geometry, continuing education, learning objects and use of technologies. As a theoretical contribution, this research is based on the ideas of Shulman on Pedagogical Content Knowledge (PCK) and the Technological Pedagogical Content Knowledge (TPACK), Mishra and Koehler revealed by teachers over the meetings of the studying group. In the analysis of the narratives of teachers it was found that pedagogical knowledge combined with the knowledge of the curriculum was important in the choice of learning objects, as when selecting such resources were needed such knowledge as well as aspects of pedagogical and technological knowledge so that they could infer and justify their choices. The results of this study indicate the need to invest in teacher education for the use of technological resources in the school, once the teacher recognizes the importance of these resources in the learning process, but does not know or does not know how to conduct on the technologies. Another aspect highlighted is the fact of teachers being receptive regarding courses to complement their initial education / O uso das tecnologias da informação está presente em diversos ambientes, entre os quais o ambiente educacional, afetando alunos e professores. Diante deste cenário, esta pesquisa tem como objetivo analisar os conhecimentos revelados por professores de Matemática em um curso de formação continuada ao utilizarem Objetos de Aprendizagem, disponíveis no repositório M3 Matemática Multimídia como recurso tecnológico para o ensino de Geometria. Por meio da metodologia das Narrativas, os professores puderam relatar seus anseios e expectativas frente ao ensino de geometria, formação continuada, objetos de aprendizagem e uso das tecnologias. Como aporte teórico, esta pesquisa está embasada nas ideias de Shulman sobre o Conhecimento Pedagógico do Conteúdo (PCK) e o Conhecimento do Conteúdo Pedagógico e Tecnológico (TPCK), de Mishra e Koehler, revelados pelos professores ao longo dos encontros do grupo de estudo. Na análise das narrativas dos professores verificou-se que o conhecimento pedagógico aliado ao conhecimento do currículo foi importante na escolha dos Objetos de Aprendizagem, pois ao selecionar tais recursos, eram necessários tais conhecimentos assim como aspectos do conhecimento pedagógico e tecnológico para que pudessem inferir e justificar suas escolhas. Os resultados desta pesquisa apontam a necessidade de se investir na formação do professor frente à utilização de recursos tecnológicos na escola, uma vez que o professor reconhece a importância destes recursos no processo de aprendizagem, mas não o faz por desconhecer ou não saber proceder diante das tecnologias. Outro aspecto evidenciado é a questão dos professores se mostrarem receptivos quanto a cursos para complementar sua formação inicial

Submitted by Cristiane Chim (cristiane.chim@ucpel.edu.br) on 2018-05-23T12:24:21Z No. of bitstreams: 1 Gustavo Buchweitz Giusti.pdf: 1158237 bytes, checksum: a87b08ee0fc66a0179677401ba4cb53e (MD5) / Made available in DSpace on 2018-05-23T12:24:21Z (GMT). No. of bitstreams: 1 Gustavo Buchweitz Giusti.pdf: 1158237 bytes, checksum: a87b08ee0fc66a0179677401ba4cb53e (MD5) Previous issue date: 2017-10-26 / Technical education in Brazil, Integrated to High school, has always emphasized a content-based methodology, in which, regardless of the technical area of the courses, the concern with technological lagging is a constant concern and debates within the academic community. In order for a course in technology to keep updated with new social and technological demands, new scientific contents are added to the curriculum, offering teachers little classroom time so that they work properly, often resulting in a kind of static training regarding knowledge, making it rigid and repetitive. Aware of this question, the objective of this work is making clear the distinction between this academic training and student education, presenting for doing this the concept of pedagogical modulation. It is a teaching perspective based on Bakhtin and his Circle‟s dialogical conception and some of its contemporary commentators, including, Ponzio, Brait e Sobral. The idea of dialogism of the Bakhtin's Circle will be reflected here from the prism of education, focusing the way students become part of teacher‟s utterances even before they externalize their discourse. This discourse is transposed and mobilized due to the process of didactic transposition that knowledge necessarily suffers until reaching its final addressees. Thus, the thesis consider show the process of didactic transposition (Chevellard) is in an specific case based on the steps necessary to transform scientific knowledge into taught knowledge. In order to evaluate the concept of Pedagogical Modulation, a group of students of an integrated highschool/technical course in Electronics of Federal Sul-rio-grandense Institute were offered this new proposal of construction of the teaching and learning process during a school semester. As a pedagogical support in the process, a learning object was used, namely, the electronic circuits simulation software N.I. Multisim. The results obtained in the academic experience show that, despite being more demanding for the teacher, this way of proceeding is rewarding / O ensino técnico no Brasil, integrado de nível médio, sempre primou por uma metodologia conteudista, em que, independentemente da área técnica dos cursos, a preocupação com o descompasso tecnológico é constantemente fator de preocupações e debates entre a comunidade acadêmica. Para que um curso de tecnologia possa manter-se atualizado frente às novas demandas sociais e tecnológicas, novos conteúdos científicos acabam tendo de ser acrescentados à grade curricular, oferecendo aos professores pouco tempo de sala de aula para que os possam trabalhar adequadamente, o que acarreta muitas vezes uma espécie de treinamento estático frente a um elemento do saber, impondo a este rigidez e repetição. Atento a essa questão, o trabalho visa alertar sobre a distinção entre esse treinamento acadêmico e a formação do aluno, apresentando para isso o conceito de Modulação Pedagógica. Tratase de uma perspectiva docente apoiada na concepção de dialogismo do Círculo de Bakhtin e no diálogo deste com comentadores contemporâneos, entre os quais Ponzio, Brait e Sobral. A ideia de dialogismo do Círculo de Bakhtin será aqui apresentada sob o prisma da educação, na forma de como o aluno se torna parte do enunciado de um professor antes mesmo de ele exteriorizar seu discurso. Esse discurso é transposto e mobilizado mediante o processo de transposição didática que um conhecimento necessariamente sofre até chegar a seu destinatário final. O trabalho considera assim o funcionamento do processo de transposição didática (Chevellard) num caso específico, com base nos passos necessários para transformar o saber científico em saber ensinado. Com o intuito de verificar a produtividade do conceito de Modulação Pedagógica, uma turma de ensino integrado médio/técnico profissionalizante do curso de Eletrônica do Instituto Federal Sulrio-grandense recebeu uma outra alternativa de construção do processo de ensino e aprendizagem durante o período de um semestre letivo. Como suporte pedagógico no processo, utilizou-se como objeto de aprendizagem o software de simulações de circuitos eletrônicos N.I. Multisim. Os resultados obtidos na experiência acadêmica demonstram que apesar de ser mais trabalhoso para o docente, esse modo de proceder se mostra recompensador.

<p>Predmet istraživanja&nbsp; disertacije&nbsp; je&nbsp; prikaz&nbsp; koncepata&nbsp; elektronskog&nbsp;učenja,&nbsp; opis&nbsp; potrebe,&nbsp; motivacije&nbsp; i&nbsp; metodologije&nbsp; za&nbsp; obradu&nbsp; i&nbsp; konverziju&nbsp;postojećih&nbsp; tradicionalnih&nbsp; nastavnih&nbsp; materijala,&nbsp; bez&nbsp; obzira&nbsp; na&nbsp; fizički&nbsp; oblik&nbsp; i&nbsp;sadržaj,&nbsp; u&nbsp; savremene&nbsp; i&nbsp; aktuelne&nbsp; elektronske&nbsp; didaktičke&nbsp; objekte&nbsp; (learning&nbsp;objects).&nbsp; Ideja je da&nbsp; oni&nbsp; budu kreirani tako da mogu&nbsp; biti&nbsp; kori&scaron;ćeni,&nbsp; ako&nbsp; je&nbsp;moguće i vi&scaron;e puta, u sistemima za podr&scaron;ku elektronskom učenju.&nbsp;</p><p>Drugi osnovni predmet istraživanja je opis, definisanje&nbsp; i praktična provera&nbsp;metodologije&nbsp; za razvoj saradničkih i komunikacionih ve&scaron;tina&nbsp; studenata.&nbsp;Pri prelazu iz učionice u oblast elektronskog učenja&nbsp; one se&nbsp; zamenjuju&nbsp;elektronskim aktivnostima,&nbsp; standardnim&nbsp; i uobičajenim&nbsp; delom&nbsp; sistema za&nbsp;elektronsko&nbsp; učenje.&nbsp; Analizirana&nbsp; je&nbsp; primena klasičnih aktivnosti&nbsp; Web&nbsp; 2.0&nbsp;tehnologije: foruma, chat-sistema, Wiki i blog tehnologije,&nbsp; kao i&nbsp;metodologije za on-line zadavanje, re&scaron;avanje, pregledanje&nbsp; i ocenjivanje&nbsp;individualnih i timskih zadataka.</p><p>Konačno,&nbsp; data&nbsp; je&nbsp; sistematizacija&nbsp; metodologija&nbsp; upotrebe&nbsp; elektronskih&nbsp; nastavnih&nbsp;materijala i načini opisivanja meta-modelom. Prikazani su neki od postojećih alata&nbsp;za upotrebu u elektronskom učenju, a&nbsp; predložen&nbsp; je&nbsp; model i potencijalno korisni&nbsp;<br />alati&nbsp; za&nbsp; automatizaciju&nbsp; procesa&nbsp; konverzije&nbsp; nastavnih&nbsp; materijala&nbsp; koji&nbsp; bi olak&scaron;ali&nbsp;kori&scaron;ćenje u sistemima za podr&scaron;ku elektronskom učenju.</p> / <p>The research topic involves description of eLearning concepts,&nbsp;depiction of need, motivation and methodology for processing and&nbsp;conversion of existing traditional teaching materials, regardless of their&nbsp;physical form and content, into contemporary and up-to-date electronic&nbsp;teaching material, learning objects. The idea is that these learning&nbsp;objects are created&nbsp; in such a way that they can be used, if possible also&nbsp;reused, in some of the learning management systems.</p><p>The other primary research topic is the description, definition and&nbsp;practical testing of methodologies for the development of collaborative&nbsp;and communicative skills with students. Those skills are,&nbsp; as a part of the&nbsp;transfer from the classroom to&nbsp; the field of eLearning, substituted with&nbsp;electronic activities which are the standard and usual part of learning&nbsp;management systems. Within the thesis, application of typical activities of&nbsp;<br />so-called Web 2.0 technologies: forums, chat-systems, Wiki and blog&nbsp;technology, but also methodologies for on-line assigning, solving, audit,&nbsp;and assessment of &nbsp;individual and team assignments.</p><p>Finally,&nbsp; systematization of various methodologies of digital teaching&nbsp;material use is presented, together with the methods of their depiction by&nbsp;meta-model. Examples of&nbsp; currently existing tools&nbsp; available for eLearning&nbsp;are presented and a model is suggested, together with&nbsp; the&nbsp; potentially&nbsp;useful tools that might help in automatization &nbsp;of a process of&nbsp; conversion&nbsp;of teaching materials and their use in learning management systems.&nbsp;</p>

Constructivism is a learning theory that states that people learn by actively constructing their own knowledge, based on prior knowledge. Many different perspectives exist on constructivist pedagogical principles and on how to apply them to instructional design. It is thus not only difficult to evaluate the conformity of existing learning systems with constructivist principles, it is also quite hard to ensure that a new learning system being designed will ultimately facilitate and stimulate constructivist learning. A critical characteristic often mentioned in learning systems is adaptability. That is, the ability to provide a learning experience that is continuously tailored to the needs of the individual learner. The present research aims to help designing truly constructivist and adaptive learning systems. For that purpose, it is necessary to clarify what constructivism entails in an operational manner: I propose a set of criteria for certain aspects of constructivism and use it both as guidelines for designing learning systems and for evaluating the conformity of learning systems with these constructivist principles. One facet often mentioned as being strongly relevant to constructivism is cognitive flexibility, meaning the ability to spontaneously restructure one's knowledge, in many ways, in adaptive response to radically changing situational demands. The claim I make in the present thesis is that the operational approach I proposed makes the design and use of adaptive learning environments supporting cognitive flexibility straightforward and effective. More specifically, the dissertation makes four main contributions to the interdisciplinary field of learning and e-Learning technology. Firstly, the thesis proposes operational criteria for cognitive flexibility and presents both justifications and examples of their use. The set of criteria may be used in different instructional situations for designing and evaluating conditions of learning. Secondly, on the basis of the criteria for cognitive flexibility, the thesis proposes an operational instructional design process and shows an example of its use. The process may also be applied in a variety of instructional situations for the design and use of learning systems fostering cognitive flexibility. Thirdly, the thesis introduces a new, open-source, domain-independent, Web-based adaptive e-Learning platform, named COFALE, and illustrates an example of its use. The platform may be used for designing adaptive learning systems supporting cognitive flexibility in various domains. And fourthly, the thesis reports on a preliminary evaluation of the example handled by COFALE with actual learners. The study provides a certain number of encouraging results for fostering cognitive flexibility by means of ICT-based learning conditions.

This study aimed to compare 6th grade students who used learning objects and did not use learning objects in their social studies lessons in terms of their academic achievement, attitudes toward the lesson and engagement in the lesson. Further it investigated the teachers&rsquo / and students opinions about using learning objects in the instructional process. To achieve the aforementioned aims, both qualitative and quantitative methods were used to collect data throughout the spring semester of 2011-2012 academic year. The participants of this study were 137 students studying at the 6th grade in a public primary school in Bolu. An experimental study was conducted to compare students&rsquo / achievement, their attitudes toward social studies lesson, and their engagement in the social studies lesson with and without using learning objects. Using the survey method, students&rsquo / evaluations of their learning objects were examined. Students were observed in the classroom environment during the experimentation in order to reveal how they used the learning objects. Teachers and students were interviewed to elicit their opinions about using learning objects in the instructional and the learning process. Quantitative data were analyzed using descriptive statistics such as mean and variance, and inferential statistics like paired-samples t-test, independent samples t-test, Mann Whitney U-test, Wilcoxon signed rank test for paired samples test and Spearman&rsquo / s rho test. On the other hand, qualitative data were analyzed through content analysis. The quantitative findings of the study showed that experimental group students&rsquo / scores were significantly higher than those of the control group students in the social studies achievement test, attitude scale and course engagement scale. Students in the experimental group had positively evaluated the learning objects of the study. In addition, positive correlation was identified between the achievement and course engagement, and between the achievement and learning object evaluation scores. The qualitative results of the study indicated that the characteristics and design principles of learning objects influenced the course achievement, attitude and engagement of students. These emerging results and the discussion have some important implications for teachers and instructional designers. The study contributes to a well-grounded understanding of learning objects approach and provides a basis for further empirical studies on learning objects.

The subject of this job is „The Packing System of Electronical learning objects“. The main purpose of this job consists of research what is necessary to make the electronical learning course become totally independent from LMS; of the Project and the realization of the tool, which would allow demonstrating the quality of creating this type of course. Universal systems, able to create every necessary elements for the electronical learning allow to produce learning courses and other related services in operative, objective, professional ways. Therefore this is the reason why the flexibility, giving the choice of necessary and useful system components, install the innovations quickly, is being lost. That is why massive LMS are going to be assembled of different components. The analysis shows that the best choice is to use SCORM standard, which is the main standard of electronical learning. The jobs being fulfilled: • The analysis of electronical learning; • The project of the packing system of electronical learning objects; • The realization of the packing system of electronical learning objects; The experiment of: • The action of the produced system; • The investigation of the learning objects package. The main characteristics of The Packing System of Electronical learning objects: • The packing of functional learning objects; • Effective usage of shareable learning objects; • The Standard XML structure of learning objects.

The main scientific problems investigated in this work deal with the creation of flexible open source e-Learning content and services system (referred here as Digital Library of Educational resources and services – DLE) providing learning customisation possibilities for its users. Standards and interoperability are key factors in the success of the introduction of such kind of DLEs, and therefore the main research object of the work is investigation and proposal of interoperability guidelines for DLE components. The main problem is not the identification of suitable standards and specifications, but the adoption of these standards and specifications and their application in e-Learning practice. Approaches concerning LOM Standard Application Profiles (APs) and curricula mapping are the main topics created and investigated here because they could provide more quick and convenient LOs search possibilities in the repositories for the users. Another key factor is quality of DLE systems, and therefore one more research object of the work is the effectiveness of methods of DLE components evaluation. DLE components’ complex evaluation tools suitable for systems based on flexible approach have been created. These tools should include a number of criteria to evaluate LOs reusability level and VLEs adaptation capabilities. Practice of flexible DLE software creation and development for Lithuanian primary, secondary and vocational education based of flexible approach is presented in more... [to full text] / Disertacijoje nagrinėjamos lanksčios atvirosios el. mokymosi turinio ir paslaugų sistemos (t. y. skaitmeninės švietimo išteklių ir paslaugų bibliotekos, angl. Digital Library of Educational Resources and Services) kūrimo bendrajam lavinimui ir profesiniam mokymui mokslinės problemos. Nagrinėjama skaitmeninės švietimo išteklių ir paslaugų bibliotekos (toliau – skaitmeninės bibliotekos) schema ir reikalavimai. Pagrindinis dėmesys skiriamas bibliotekos lankstumui, t. y. biblioteka turi teikti naudotojams individualizuoto mokymosi galimybes. Skaitmeninės bibliotekos sudedamųjų dalių suderinamumas (sąveikos geba, arba sąveikumas, angl. Interoperability) ir standartai yra esminiai bibliotekos funkcionavimo veiksniai, todėl pagrindinis disertacijos tikslas yra bibliotekos sudedamųjų dalių sąveikumo rekomendacijų kūrimas. Sprendžiami uždaviniai: standartų parinkimas, jų tinkamumas, adaptavimas ir taikymas švietimui. Pagrindinis dėmesys skiriamas mokymosi objektų (MO, angl. Learning Objects) metaduomenų standarto (LOM – angl. Leaning Objects Metadata) taikymo modeliui tobulinti ir bendrųjų programų sąryšiui su MO. Daug dėmesio skiriama skaitmeninės bibliotekos sudedamųjų dalių kokybei vertinti, todėl bibliotekos sudedamųjų dalių kompleksinių vertinimo kriterijų, pagrįstų bibliotekos lankstumo ir sudedamųjų dalių sąveikumo rekomendacijomis, kūrimas taip pat yra darbo tikslas.

Disertacijoje nagrinėjamos lanksčios atvirosios el. mokymosi turinio ir paslaugų sistemos (t. y. skaitmeninės švietimo išteklių ir paslaugų bibliotekos, angl. Digital Library of Educational Resources and Services) kūrimo bendrajam lavinimui ir profesiniam mokymui mokslinės problemos. Nagrinėjama skaitmeninės švietimo išteklių ir paslaugų bibliotekos (toliau – skaitmeninės bibliotekos) schema ir reikalavimai. Pagrindinis dėmesys skiriamas bibliotekos lankstumui, t. y. biblioteka turi teikti naudotojams individualizuoto mokymosi galimybes. Skaitmeninės bibliotekos sudedamųjų dalių suderinamumas (sąveikos geba, arba sąveikumas, angl. Interoperability) ir standartai yra esminiai bibliotekos funkcionavimo veiksniai, todėl pagrindinis disertacijos tikslas yra bibliotekos sudedamųjų dalių sąveikumo rekomendacijų kūrimas. Sprendžiami uždaviniai: standartų parinkimas, jų tinkamumas, adaptavimas ir taikymas švietimui. Pagrindinis dėmesys skiriamas mokymosi objektų (MO, angl. Learning Objects) metaduomenų standarto (LOM – angl. Leaning Objects Metadata) taikymo modeliui tobulinti ir bendrųjų programų sąryšiui su MO. Daug dėmesio skiriama skaitmeninės bibliotekos sudedamųjų dalių kokybei vertinti, todėl bibliotekos sudedamųjų dalių kompleksinių vertinimo kriterijų, pagrįstų bibliotekos lankstumo ir sudedamųjų dalių sąveikumo rekomendacijomis, kūrimas taip pat yra darbo tikslas. / The main scientific problems investigated in this work deal with the creation of flexible open source e-Learning content and services system (referred here as Digital Library of Educational resources and services – DLE) providing learning customisation possibilities for its users. Standards and interoperability are key factors in the success of the introduction of such kind of DLEs, and therefore the main research object of the work is investigation and proposal of interoperability guidelines for DLE components. The main problem is not the identification of suitable standards and specifications, but the adoption of these standards and specifications and their application in e-Learning practice. Approaches concerning LOM Standard Application Profiles (APs) and curricula mapping are the main topics created and investigated here because they could provide more quick and convenient LOs search possibilities in the repositories for the users. Another key factor is quality of DLE systems, and therefore one more research object of the work is the effectiveness of methods of DLE components evaluation. DLE components’ complex evaluation tools suitable for systems based on flexible approach have been created. These tools should include a number of criteria to evaluate LOs reusability level and VLEs adaptation capabilities. Practice of flexible DLE software creation and development for Lithuanian primary, secondary and vocational education based of flexible approach is presented in more... [to full text]

Submitted by Rodolfo Fernandes Esteves (luz_das_nacoes@hotmail.com) on 2018-10-17T15:21:08Z No. of bitstreams: 1 TESE DE DOUTORADO - RODOLFO FERNANDES ESTEVES - POLÍTICAS PÚBLICAS PARA IMPLEMENTAÇÃO TECNOLÓGICA NA EDUCAÇÃO ESCOLAR.pdf: 1448450 bytes, checksum: 617568ec23e964b85bb9224282844648 (MD5) / Rejected by Aline Aparecida Matias null (alinematias@fclar.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: 1) Excluir a página em branco que aparece antes do sumário. 2) Numeração das páginas: as páginas pré-textuais devem ser contadas, com exceção da capa e da ficha catalográfica, mas a numeração deverá aparecer somente a partir da primeira página textual, que no seu caso é a Introdução, que será a página 14. 3) Sumário: após a renumeração das páginas será preciso refazer o sumário para que ele reproduza fielmente a paginação do trabalho. ATENÇÃO: Será preciso também refazer as listas de figuras, quadros e tabelas baseado na nova numeração ao trabalho. Agradecemos a compreensão. on 2018-10-17T15:53:55Z (GMT) / Submitted by Rodolfo Fernandes Esteves (luz_das_nacoes@hotmail.com) on 2018-10-17T17:23:25Z No. of bitstreams: 1 TESE DE DOUTORADO - RODOLFO FERNANDES ESTEVES - POLÍTICAS PÚBLICAS PARA IMPLEMENTAÇÃO TECNOLÓGICA NA EDUCAÇÃO ESCOLAR.pdf: 1448555 bytes, checksum: cedb165827c712e30eafe5598d706db6 (MD5) / Approved for entry into archive by Aline Aparecida Matias null (alinematias@fclar.unesp.br) on 2018-10-17T20:26:10Z (GMT) No. of bitstreams: 1 esteves_rf_dr_arafcl.pdf: 1448555 bytes, checksum: cedb165827c712e30eafe5598d706db6 (MD5) / Made available in DSpace on 2018-10-17T20:26:10Z (GMT). No. of bitstreams: 1 esteves_rf_dr_arafcl.pdf: 1448555 bytes, checksum: cedb165827c712e30eafe5598d706db6 (MD5) Previous issue date: 2018-08-31 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / A tese apresenta evidências de que a implementação da Lousa Digital Interativa (LDI) em escolas da rede municipal de ensino em Araraquara não foi acompanhada de uma política pública que garantisse condições pedagógicas adequadas para sua utilização no processo de ensino e aprendizagem. Essas evidências decorrem de uma pesquisa-ação conduzida em parceria com professoras e coordenação ao longo de três anos, com o uso de Objetos de Aprendizagem (OA) e outros recursos. Foram explorados conceitos, teorias, relatórios e outros instrumentos analíticos oriundos das ciências sociais e da educação, com foco especial nas políticas públicas. Os resultados permitem supor que faltou, no caso estudado, um programa efetivo de formação de professores, uma oferta de OA selecionados de acordo com os conteúdos tratados em sala de aula, infraestrutura de conexão adequada nas escolas, entre outros recursos necessários. Para mitigar, propõe-se: dar foco ao uso das LDI nas séries iniciais do ensino fundamental, desenvolver um repositório de OA próprio, corrigir os problemas técnicos quanto ao funcionamento da internet da rede municipal de ensino seja com a ampliação das redes wi-fi ou com implementação de redes cabeadas, melhorar o suporte técnico quanto a manutenção das LDI e outras TIC, promover cursos de formação continuada para uso das TIC, buscando não apenas desenvolver as capacidades das professoras quanto ao uso diário das tecnologias, mas, principalmente, para o desenvolvimento de métodos e práticas de ensino específicos, entre outras coisas. / The thesis presents evidence that the implementation of the Interactive Whiteboard (IWB) in schools of the municipal school network in Araraquara was not accompanied by a public policy that guaranteed adequate pedagogical conditions for its use in the teaching and learning process. Such evidence derives from action research conducted in partnership with teachers and coordination over three years using Learning Objects (LO) and other resources. Concepts, theories, reports and other analytical tools from the social sciences and education were explored, focusing especially on public policies. The results suggest that, in the case studied, there was a lack of effective teacher training program, offer of LOs selected according to classroom content, adequate connection infrastructure in schools, and other necessary resources. To mitigate, it is proposed: to focus on the use of IWB in the initial grades of elementary education, to develop a repository of LO itself, to correct technical problems regarding the functioning of the internet of the municipal school network, either with the expansion of wi-fi networks or with the implementation of wired networks, to improve technical support for the maintenance of IWB and other ICT, to promote continuing education courses for the use of ICT, seeking not only to develop the teachers' capacities regarding the daily use of technologies, but mainly for the development of methods and practices of teaching, among other things. / FAPESP: 2014/25460-7