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Submitted by Fernando Souza (fernandoafsou@gmail.com) on 2017-08-17T16:24:57Z No. of bitstreams: 1 arquivototal.pdf: 2693687 bytes, checksum: b83d46aca568cc0cd41d71706209817d (MD5) / Made available in DSpace on 2017-08-17T16:24:57Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2693687 bytes, checksum: b83d46aca568cc0cd41d71706209817d (MD5) Previous issue date: 2016-08-26 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Evaluation of Educational Software (ES) is important to identify the correct use of this tool as a facilitator of the teaching-learning process and also allows you to check the adequacy of the ES in accordance with the educational goals set by teachers; IF the correct operation according to the Software Engineering; the direction to the characteristics, needs and skills of its members, according to Engineering Usability. Therefore, the aim of this study was the analysis of 14 ES approaches to assessment in order to identify the coherence and comprehensiveness in relation to established models of classical literature for Software Quality (ISO 9126-1 and SWEBOK guide), Quality of Service (ISO 9241-1 and Heuristics Usability) and the. Precepts of Education. The process of knowledge appropriation of the approaches, was marked in the study of characterization of the same, from which it was possible to identify great heterogeneity of the adopted criteria, measurement instruments and diagnoses obtained. Thus, there was a comparison between the quality model in order to identify the intersection criteria for different models. As a result of the characterization of the 14 analyzed approaches and the intersection of the Software Quality Models, Use and Teaching, elaborated a dictionary of terms to map the criteria of each quality model, with those present in the ES assessment approaches considered in this study. It is expected that this tool will be useful to assist the actors involved in the ES evaluation process as it uses information taken and understood as a reference standard in the literature. / A avaliação de Softwares Educativos (SE) é importante para identificar a utilização correta desta ferramenta como facilitadora do processo de ensino-aprendizagem e, além disso, permite verificar a adequação do SE de acordo com os objetivos pedagógicos estabelecidos pelos professores; o correto funcionamento do SE de acordo com a Engenharia de Software e; o direcionamento para as características, necessidades e habilidades de seus usuários, segundo a Engenharia da Usabilidade. Portanto, o objetivo deste estudo foi realizar a análise de 14 abordagens para avaliação de SE, com o intuito de identificar a respectiva coerência e abrangência, em relação aos modelos consagrados da literatura clássica para a Qualidade de Software (Norma ISO 9126-1 e Swebok Guide), Qualidade de Uso (Norma ISO 9241-1 e Heurísticas de Usabilidade) e os Preceitos da Pedagogia. O processo de apropriação do conhecimento sobre as abordagens, pautou-se no estudo de caracterização das mesmas, a partir do qual foi possível identificar grande heterogeneidade dos critérios adotados, instrumentos de mensuração e diagnósticos obtidos. Dessa maneira, realizou-se uma comparação entre os modelos de qualidade, buscando identificar a intersecção entre critérios de modelos distintos. Como resultado da caracterização das 14 abordagens analisadas e da intersecção entre os modelos de Qualidade de Software, de Uso e Pedagógica, elaborou-se um dicionário de termos para mapear os critérios de cada modelo de qualidade, com aqueles presentes nas abordagens de avaliação de SE consideradas neste estudo. Espera-se que este instrumento seja útil para auxiliar os atores envolvidos no processo de avaliação de SE uma vez que se utiliza de informações adotadas e entendidas como padrão de referência na literatura.

The purposes of this study were to determine the factors that influence the use of e-mail by principals, the purposes for which e-mail messages were sent and received, and the impact of experience and training in the areas of computers and e-mail. A survey was sent to a stratified random sample of 620 elementary, middle/junior high, and high school principals of the Central Appalachian Region. Respondents were asked to provide data regarding demographics, accessibility to hardware and software, computer and e-mail experience and training, uses of e-mail, and items that influence e-mail use. Eleven research questions and 10 hypotheses were addressed. Data analysis included descriptive statistics, chi-square, ANOVA, multiple regression, and factor analysis. At the.05 level of significance eight null hypotheses were retained and two rejected. Factor analysis identified four factors for e-mail users and five factors for non-users. E-mail was used by 59.7% of respondents. There was no relationship between level of use and gender, age, highest degree earned, or total years of educational experience. The predictors of e-mail use were computer experience, accessibility to resources, and training. Keyboarding skills and use of e-mail by superiors, fellow principals, and teachers were not indicators of e-mail use. Principals primarily use e-mail for administrative tasks and secondarily for accessing and retrieving information. Training is essential to the effective implementation and use of e-mail. There were six primary training methods for computers and e-mail. Factor analysis revealed that e-mail users have hardware and software resources, training, support, and encouragement to use e-mail to obtain educationally beneficial and appropriate information. Non-users were not comfortable with the technology. Principals must be cognizant of e-mail's capabilities and potential ramifications upon the educational community and provide the role model for the use of technology. E-mail has the potential to break down barriers of geographical isolation and instill a sense of community. If future educational leaders are to be prepared to meet the challenges of an information age, colleges of education need to provide instruction in the use of computers and e-mail.

This study examines Channel One's influence on middle schools in Sullivan County, Tennessee. The purpose of the study is to investigate the views, feelings, and opinions of Sullivan County middle school teachers regarding the use of Channel One in their classrooms. The study utilizes data gathered from surveys and personal interviews from five middle schools in Sullivan County, Tennessee that subscribe to Channel One. Areas of data presentation include the uses of Channel One in each teaching classroom, the positive and negative consequences Sullivan County middle school teachers perceive Channel One has on their students, the effects of Channel One's advertising upon their students, and the overall satisfaction of teachers who use Channel One in their curriculum. Conclusions of the study emphasize the need for more teacher in-service training specifically for teachers who have Channel One in their classroom.

The purpose of this study was to examine the variables that are apparently affecting the incorporation of computer technology in Northeast Tennessee rural K-12 public schools. Therefore, the present study investigated the relationship between the independent variables--gender, age, and prior experience, and the dependent variables--knowledge about, attitude toward, and use of computer technology among Northeast Tennessee teachers and principals. This study utilized a survey methodology seeking responses from teachers and administrators in Sullivan, Hawkins, Johnson, Washington, Carter, and Unicoi counties. The findings were based on the return of 208 completed surveys which represented a 52% return rate. Based on the findings of the study the following conclusions were reached: First, the overall level of access to computer hardware and software in individual schools is not adequate if computer technology is to become part of the students' learning. Second, schools are providing little or no teacher training in using computer technology for lesson planning, delivery of instruction, research, or to promote hands-on student learning. Third, teachers and administrators believe that computer technology would be extremely helpful in their work now, and in the near future (5 years from now). Fourth, teachers and administrators believe that computer technology will be almost indispensable in the schools of the near future. Fifth, male and female educators report similar attitudes toward, knowledge about, and use of computer technology. Sixth, educators of different ages report similar attitudes toward and use of computer technology. Educators of different ages, however, do not report similar knowledge of computer technology. Seventh, teachers and principals with different levels of prior education experiences report similar attitudes toward, knowledge about, and use of computer technology. Eighth, in planning future training computer training programs, it is probably not necessary to differentiate groups according to personal attributes such as gender, age, and prior experience. Ninth, the potential for the instructional use of computer technology has not yet been realized. The following recommendations were suggested: (1) there should be enough computer technology for teachers and principals to have unrestricted access, (2) there should be sufficient and adequate computer technology training for teachers and principals offered at the local level, (3) there should be adequate support and time for teachers and principals to learn how to use technology and plan for its use in the school setting, (4) this study should be expanded and replicated to include a larger sample size of educators from all across the state of Tennessee, (5) the relationship between age and knowledge of computer technology should be further investigated, (6) teachers and principals who are proficient in computer technology should serve as role models and peer tutors for those who want to learn how to use computer technology, and (7) district and building administrators should provide computer technology training and planning during the school day.

The combination of literature and technology provides a powerful scenario for learning and it is made a reality through the use of electronic storybook software. This study concentrates on the everyday decisions made by teachers concerning why, how and in what way learning occurs in their classroom. Three case studies show how primary teachers engaged in action research to introduce electronic storybooks into their classrooms, monitoring changes in pedagogy, organisation and management. It is confirmed that teachers can integrate electronic storybooks into their classroom practices to create enjoyable and productive learning experiences. A range of pedagogical approaches was used and the introduction of electronic storybooks had a positive effect on student motivation, enthusiasm and achievement of learning goals, and resulted in changes in the physical composition of the classroom and the way learning was structured. The teachers received confirmation of their own ability to integrate technology into teaching and learning. The results of this study have direct implications for teaching practices and reinforce the need for teachers to develop confidence and competence as technology users / Master of Education (Hons)

In my teaching and software development practice, I realized that most applications with human-computer interaction do not respond to users’ emotional needs. The dualism of reason and emotion as two fairly opposite entities that dominated Western philosophy was also reflected in software design. Computing was originally intended to provide applications for military and industrial activities and was primarily associated with cognition and rationality. Today, more and more computer applications interact with users in very complex and sophisticated ways. In human-computer interaction, attention is given to issues of usability and user modeling, but techniques to emotionally engage users or respond to their emotional needs have not been fully developed, even as specialists like Klein, Norman and Picard argued that machines that recognize and express emotions respond better and more appropriately to user interaction (Picard, 1997; Picard & Klein, 2002; Norman, 2004). This study investigated emotion from designers’ perspectives and tentatively concludes that there is little awareness and involvement in emotional design in the IT community. By contrast, participants in this study (36 IT specialists from various fields) strongly supported the idea of emotional design and confirmed the need for methodologies and theoretical models to research emotional design. Based on a review of theory, surveys and interviews, I identified a set of themes for heuristics of emotional design and recommended future research directions. Attention was given to consequences; participants in this study raised issues of manipulation, ethical responsibilities of designers, and the need for regulations, and recommended that emotional design should carry standard ethical guidelines for games and any other applications. The research design utilized a mixed QUAN-qual methodological model proposed by Creswell (2003) and Gay, Mills, and Airasian (2006), which was modified to equally emphasize both quantitative and qualitative stages. An instrument in the form of a questionnaire was designed, tested and piloted in this study and will be improved and used in future research.

Destination Math was a program utilized by Xcellence ISD. A determination if usage of the software had a significant positive effect on math performance was needed. In this study, the researcher created a student database that included the usage data from the comprehensive mathematics software program, Destination Math, and the math residual value, an added value statistic that was derived from the math scores of the 2006 Texas Assessment of Knowledge and Skills (TAKS) test. An analysis was performed to determine if time spent using the Destination Math software resulted in differences between student usage level groups in regard to the math residual value (MRV). The researcher also looked at the usage levels of teachers and campuses to determine if there were differences in the MRV for different classifications of usage. Certain student classifications were added as independent variables. Since Destination Math was offered in Spanish, it was theorized that the program might be beneficial to students who were designated as Limited English Proficient (LEP). Therefore, this student classification was included as an independent variable. Because research existed that provided evidence that some software contained a gender bias, the student classification of gender was also included as an independent variable. The population for this study included every student in Xcellence ISD in grades 3-11 who took the math portion of the TAKS test during the week of April 18-21, 2006. Altogether, 3177 students were included in the data analysis for this study. This represented 53% of the tested population. Students with no usage data reported by Destination Math were eliminated from the study. While there are a number of cited studies that document score gains with Destination Math, this researcher did not find that residual math scores were significantly different among teacher or campus usage groups. While there was a significant difference between the student usage groups, High users exhibited negative MRVs. The results of this study are consistent with another large quantitative study that involved Destination Math. This researcher feels that there are an ample number of studies that provide evidence that Destination Math can have a positive effect on student math performance. However, the program should not be purchased with the intent to improve significantly the residual math scores.