Orientador: Jose Armando Valente / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-13T11:35:01Z (GMT). No. of bitstreams: 1 Trindade_AntonioAlberto_D.pdf: 1794086 bytes, checksum: fe67be2ce7095ce7ca5a9837b2f02855 (MD5) Previous issue date: 2007 / Resumo: Nesse trabalho nos propusemos investigar o campo da EAD Digital (educação a distância realizada a partir do uso das novas tecnologias digitais) a fim de compreender as bases teóricas que sustentam as diversas e variadas práticas na área. Com a pesquisa, concluímos que: 1- A prática em EAD Digital tem forte teor comunicacional e isso favorece a que sujeitos diversos, mesmo sem formação pedagógica, desenvolvam atividades na área; 2- pelo teor comunicacional que possui, a EAD Digital não pode ser simplesmente entendida e pensada como "educação" no sentido tradicional; trata-se de uma prática social nova possibilitada pelos avanços no campo das tecnologias de informação e comunicação; 3- a EAD Digital tem uma racionalidade comunicativa, ou seja, é uma atividade que se realiza na medida em que os sujeitos envolvidos no processo formativo produzem e vivenciam situações comunicativas que garantem a satisfação de suas necessidades; 4- pelo que acabamos de dizer, é coerente e, a nosso ver, muito apropriado, que a atividade em EAD Digital seja entendida como "comunicação pedagógica"; 5- o campo da EAD Digital tem problemáticas próprias e especificidades, fator que nos impede de compreendê-lo ou interpretá-lo com base apenas em conhecimentos teóricos do campo da educação presencial. / Abstract: In this work we proposed the investigation of Digital DE (distance education provided through the use of new digital technologies) in order to understand the theoretical grounds that support the various and varied practices in the area. With the research, we concluded that: 1- The practice in Digital DE has strong communicational content and that contributes for various individuals, even without pedagogical background, developing activities in the area; 2- because of its communicational content, Digital DE cannot be understood and thought of as mere "education" in its traditional sense; it is a new social practice enabled by the advances in the fields of information technology and communication; 3- Digital DE has a communicative rationality, that is, it is an activity that is performed to the extent in which the individuals involved in the educational process produce and experience communicative situations that ensure the meeting of their needs; 4- from what we have just said, it is coherent and, in our view, most appropriate, that the Digital DE activity be understood as "pedagogical communication"; 5- the field of Digital DE has its own problems and specificities, a factor that prevents us from understand it or interpret it based only on the theoretical knowledge from the field of presential education. / Doutorado / Doutor em Multimeios

Made available in DSpace on 2016-01-26T18:49:44Z (GMT). No. of bitstreams: 1 Dissertacao_MariaAlessandra_2012_PUBLICAR.pdf: 387218 bytes, checksum: 171f23b01fde2955ba262ad8a32f9324 (MD5) Previous issue date: 2011-08-25 / O objetivo da presente pesquisa foi investigar os reflexos causados pela inserção das TIC no cotidiano escolar dos alunos do curso de Licenciatura em Pedagogia, que tiveram em sua grade as disciplinas de Tecnologias e Educação I e Tecnologias e Educação II (TEC I e II). Participaram da pesquisa nove alunos concluintes do primeiro ano do curso de Licenciatura em Pedagogia da Universidade do Oeste Paulista (Unoeste), que acontece no período noturno, com três anos de duração. Os alunos pesquisados estavam terminando a disciplina de TEC II e já haviam cursado a disciplina de TEC I. O uso das TIC, aqui, em especial o computador e a internet, sempre se mostra como um desafio no contexto educacional, assim ao ministrar essas disciplinas, desde a implantação das mesmas no curso de Pedagogia, várias questões surgiram e, dentre elas a que mais me intrigava era saber quais influencias as aprendizagens, conduzidas pelas disciplinas acima citadas poderiam trazer para o processo de formação de tais professores e consequentemente para a sua futura prática pedagógica. Para dar andamento a pesquisa, recorri à metodologia qualitativa, com dados descritivos, obtidos no contato direto do pesquisador com os alunos pesquisados individualmente, levando em consideração o significado atribuído pelos alunos às TIC tanto para a sua formação de pedagogo, quanto para a sua vida. A análise dos dados mostra que embora tenham dito que ao se matricular traziam consigo uma visão conservadora relacionada à função do professor, onde as TIC e processo de formação/atuação de professores não estariam relacionados, evidenciam mudança nessa visão, mostram entender o uso das TIC nos processos de ensino e aprendizagem necessários para uma formação contemporânea, que ultrapassa as fronteiras do curso de Licenciatura em Pedagogia, para sua atuação como professor e para a vida em sociedade.

Made available in DSpace on 2016-03-15T19:42:15Z (GMT). No. of bitstreams: 1 Priscila Zanganatto Mafra.pdf: 6993187 bytes, checksum: 2c4ea29fea7f002e08b5bae032968687 (MD5) Previous issue date: 2012-02-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The objective of this study was to investigate how social networks have been used in the creation of virtual learning communities and how they lend themselves to this role. With this focus, we set up an exploratory qualitative research, which it is described here, and that was developed in the environment provided by the interdisciplinary master program in Education, Art and Cultural History The study is focused on personal experiences of users from different areas, through an exploratory qualitative research, emerging issues in order to take us to greater awareness and understanding of the nature of the connection between education and virtuality in contemporary world, and interviews, looking for deeper reflection about the use of virtual communities in the learning process, always. confining him in a rich theoretical framework of leading thinkers such as Castells, Coll, Levy, McLuhan, Moran, Santaella and Siemens. This dissertation titled Virtual Learning Communities in Collaborative Spaces, was developed as part of the main research project developed by the group EduTech (Education, Technology and Hypermedia), entitled Education: Cyberspace and Interactivity. / O objetivo geral do presente trabalho consistiu em investigar como as redes sociais vêm sendo utilizadas na constituição de comunidades virtuais de aprendizagem e como elas se prestam a essa função. Para esse fim, elaborou-se uma pesquisa qualitativa de cunho exploratório, a qual descreveremos aqui, e que se desenvolveu no ambiente de interdisciplinaridade proporcionado pelo programa de pós-graduação em Educação, Arte e História da Cultura. O estudo foi focado em experiências pessoais de usuários de diferentes áreas de atuação, por meio de uma pesquisa qualitativa de cunho exploratório, visando emergir aspectos que nos levassem a uma maior percepção e entendimento sobre a natureza da conexão da educação e da virtualidade na contemporaneidade, e de entrevistas, buscando aprofundamento reflexivo sobre o uso das comunidades virtuais no processo de aprendizagem, sempre circunscrevendo-o em um rico referencial teórico de renomados pensadores da área, como Castells, Coll, Lévy, McLuhan, Moran, Santaella e Siemens. Essa dissertação intitulada Comunidades Virtuais de Aprendizagem em Espaços Colaborativos foi elaborada como pesquisa parcial do projeto-mãe desenvolvido pelo grupo de pesquisa EDUTECHI (Educação, Tecnologia e Hipermídia), intitulado Educação: Ciberespaço e Interatividade.

Made available in DSpace on 2016-07-18T17:54:16Z (GMT). No. of bitstreams: 1 Dissertacao_MariaAlessandra_2012_PUBLICAR.pdf: 387218 bytes, checksum: 171f23b01fde2955ba262ad8a32f9324 (MD5) Previous issue date: 2011-08-25 / O objetivo da presente pesquisa foi investigar os reflexos causados pela inserção das TIC no cotidiano escolar dos alunos do curso de Licenciatura em Pedagogia, que tiveram em sua grade as disciplinas de Tecnologias e Educação I e Tecnologias e Educação II (TEC I e II). Participaram da pesquisa nove alunos concluintes do primeiro ano do curso de Licenciatura em Pedagogia da Universidade do Oeste Paulista (Unoeste), que acontece no período noturno, com três anos de duração. Os alunos pesquisados estavam terminando a disciplina de TEC II e já haviam cursado a disciplina de TEC I. O uso das TIC, aqui, em especial o computador e a internet, sempre se mostra como um desafio no contexto educacional, assim ao ministrar essas disciplinas, desde a implantação das mesmas no curso de Pedagogia, várias questões surgiram e, dentre elas a que mais me intrigava era saber quais influencias as aprendizagens, conduzidas pelas disciplinas acima citadas poderiam trazer para o processo de formação de tais professores e consequentemente para a sua futura prática pedagógica. Para dar andamento a pesquisa, recorri à metodologia qualitativa, com dados descritivos, obtidos no contato direto do pesquisador com os alunos pesquisados individualmente, levando em consideração o significado atribuído pelos alunos às TIC tanto para a sua formação de pedagogo, quanto para a sua vida. A análise dos dados mostra que embora tenham dito que ao se matricular traziam consigo uma visão conservadora relacionada à função do professor, onde as TIC e processo de formação/atuação de professores não estariam relacionados, evidenciam mudança nessa visão, mostram entender o uso das TIC nos processos de ensino e aprendizagem necessários para uma formação contemporânea, que ultrapassa as fronteiras do curso de Licenciatura em Pedagogia, para sua atuação como professor e para a vida em sociedade.

The use of technology in Kindergarten to grade 12 classrooms provides opportunities for teachers to employ mathematical rigor, to integrate problem solving strategies and to extend mathematical ways of knowing (Drier, Dawson, & Garofalo, 1999). The presentation consists of two parts. One investigation maps secondary mathematics technology lessons and materials to the elementary school mathematics standards and converts the mathematics concepts to manageable elementary school lessons. The other investigation analyzes pre-service teacher lessons written using ASSURE instructional design format. The major aims of this paper are to present two teacher preparation practices, one for secondary mathematics pre-service teachers (converting secondary materials to elementary materials) and the other for elementary mathematics pre-service teachers (writing lessons using the ASSURE model).

The concept of function is crucial to a great extent in modern mathematics and is considered a major barrier to many mathematics students. Students have difficulty interpreting information related to functions in general, and quadratic functions in particular. Quadratic Function is one of the topics which are covered in a course which is compulsory for a large number of students in the General Education Program of Zayed University. This program leads to different majors, including Mathematics Education, Business, Information Technology, and other majors. The challenge in teaching Quadratic Function in a course like this is mostly based on the fact that many students think that Quadratic Function is a difficult topic to understand and learn, and some teachers would agree with them that it is difficult to teach. In this paper, I demonstrate real world problems aimed to improve the students understanding of Quadratic Functions; life problems on this topic support developing student’s knowledge, critical thinking, quantitative reasoning, and analytical skills. This paper also includes examples of the techniques used with graphing of quadratic function, the algebra, and inverses of the same function. International move to improve mathematics curriculum have supported new goals for student’s learning which highlights problem solving skills, reasoning, ability to work in groups and individually, and use of technology. Knowing that information technology plays considerable role in achieving the above goals, teaching students the concept of Quadratic Functions can be smoothly achieved by using Information Technology in solving real world problems.

No description available.

No description available.

Submitted in fulfillment of the requirements of the degree of Masters of Technology: Information Technology, Durban University of Technology. Durban. South Africa, 2015. / Information and Communication Technologies (ICTs) are ubiquitous nowadays, and there are many situations where they are overall perceived either as advantageous or as disadvantageous; but there are other situations where it is unknown whether they are overall advantageous or disadvantageous. For example, ICTs are perceived as advantageous for communication, but texting during driving is perceived as worse than drinking while driving. Concerning for example eLearning which is the use of ICTs in education, the fact that it has not yet eliminated the problem of poor academic performance raises the question as to whether ICTs are advantageous or not in education especially when one considers their high cost. Therefore, the aim of this study is to examine the perceptions of educators on the advantages and disadvantages of eLearning. This aim will be subdivided into three types of research objectives: (a) to select from existing literature suitable theories that can be applied to the examination of educators’ perceptions on the advantages and disadvantages of eLearning; (b) to design a model of the factors affecting educators’ perceptions on the advantages and disadvantages of eLearning; (c) to empirically test the above announced model; (d) to propose recommendations on how to optimize the impact of eLearning. Objectives a, b, and d were accomplished through the review of existing appropriate literature on teaching and learning, and on eLearning; but objective c was met through a survey of 65 educators of Camperdown town schools in the Pinetown district of KwaZulu-Natal province of South Africa. The outcomes of these four objectives are as follows: (a) Constructivism, Progressivism, and Self-regulated learning can be used as suitable theories applicable to the examination of educators perceptions on the advantages and disadvantages of eLearning; (b) It makes sense to hypothesize that educators perceptions on the advantages and disadvantages of eLearning are affected by their demographics and by their adherence to learning theories; (c) Empirical test conducted by this study confirm that educators perceptions on the advantages and disadvantages of eLearning are affected by their adherence to constructivism and to progressivism; (d) It can be concluded that the impact of the use of ICTs on teaching and learning will be optimized through the deployment of constructivist and progressivist educators as champions of eLearning projects in schools.

Submitted in fulfillment of the requirements for the degree of Master of Technology: Information Technology, Durban University of Technology, Durban, South Africa, 2015. / The use of mobile devices such as cell phones, smartphones, personal digital assistants and tablet computers is becoming prevalent in today’s world; and it is facilitating access to a vast amount of data, services and applications for the improvement of people’s lives. Advances in electronics and manufacturing technologies usually lead to the rapid release of newer and sleeker models with new features and capabilities. These newer models therefore render older models obsolete, and this pushes people to frequently replace their devices. The drawback of such frequent replacements is that a large number of devices are disposed and they end up as e-waste. The fact that e-waste constitutes a major hazard to human health and to the environment is the motivation behind this study whose aim is to examine the factors affecting the perceptions of teachers on the durability of cell phones in the e-learning context. This research aims was achieved through the content analysis of existing literature and through a survey of 67 secondary school teachers from the iLembe and UMgungundlovu district municipalities in the KwaZulu-Natal province of South Africa. The attribution theory was selected as the theoretical framework for this study, and it led to the identification of four independent variables (Demographics, Intention, Knowledge, and Actual use) and of one dependent variable (Perceived Durability). The results of this study indicate that teaching experience and school location are the only two demographics that affect other variables from this research: School location affects cell phone durability, and teaching experience affects cell phone usage intentions. These results also indicate that all the variables of this research are linked except for the relationship between knowledge and perceived durability. One of the recommendations of this study is the proposal of a three year cycle for cell phone renewals in schools mobile learning projects in order to manage e-waste through e-recycling, and this recommendation is based on the finding of this research that teachers believe that cell phones generally lasts between two to three years. The main contribution of this study is to have examined the durability of mobile phones in the e-learning context and this is something new compared to all the studies reviewed by this research.