Thesis (M.Com. (Information Systems)) - Rhodes University, 2007.

The purpose of this study has been to examine how teachers use and reflect on digital tools in mathematics education and what opportunities and obstacles they feel they come across when it comes to using the digital tools at their disposal. To answer this I asked myself the following questions: How do teachers use digital tools in mathematics education? In what ways do the teachers reflect upon the use of digital tools in mathematics education? What kind of opportunities and obstacles do the teachers come across when using digital tools in mathematics education? The study is based on a qualitative method with five classroom observations and five interviews with the class teachers. My study are based on Glover, Miller, Aviers and Doors idea of different concept of interactivity and Glover and Millers idea of different attitudes towards technology. My conclusion is that all teachers are using digital tools to some form of drill training in mathematics. All teachers except teacher 2 also use digital tools to immerse in mathematics. Teacher 4 use digital tools to develop students' mathematical communication. Something that all teachers see as a possibility with the digital tools is an easy way to individualize teaching. Further, teachers 3, 4 and 5 believes that good apps enable students, teachers and parents to take part of the student's progression in an easy way. All teachers, except teacher 3 believe that technical problems that can occur and are an obstacle when it comes to the use of digital tools in mathematics education. Teachers 2 and 5 also believe that access, or rather lack of access, to digital tools can be an obstacle in teaching mathematics. Teacher 1, 2 and 5 also addresses the aspect of time as an obstacle when using digital tools, both the time it takes to find apps or to start a computer. Something that all teachers agree upon is that to have all mathematics teaching based on digital tools wouldn’t be suitable because it can be difficult to get access to a pupils’ knowledge that way. The best, according to the teachers in this study, would be to complement mathematics teaching with other teaching methods as well. Despite their different views on the opportunities and obstacles, and reflections on digital tools all teachers are positive about using digital tools in mathematics education, although many of the teachers point out technical shortages which in most cases is due to insufficient IT-education.

Made available in DSpace on 2016-06-02T20:37:49Z (GMT). No. of bitstreams: 1 5610.pdf: 4735073 bytes, checksum: 7d50aa9a8d67a8a6d569c8f51949cc8d (MD5) Previous issue date: 2012-11-08 / This paper discusses the use of Information and Communication Technologies (ICT) in Chemistry Technological and Investigative Gymkhana, activity of the Sciences Center of Araraquara, an UNESP science museum. The objectives of this study were to investigate the use of these resources in the activity, the conception of these participants on such use and contributions to the Teaching of Chemistry. The research subjects were museum visitors students and data collection was done through a questionnaire answered at the end of the visits. The data indicated the participation of students from public, private and SESI system during the period of analysis. It was observed that the computer is materialized as a cultural tool and is used by visitors during GTIQ to perform the action for resolution of the proposed activity. Also making use of the internet to search for information, visitors indicated appropriate of this resource as a mediator of the action. So we can suggest that the use of technological resources changes the relationship of the students with the chemical contents, since they showed more interested when using equipment to which they have affinity (cellular and computers). Another important factor to be noted is that the use of ICT makes the search for information more dynamic, which, in the view of visitors, facilitated research and become more motivating. ICTs used during GTIQ played motivational role, arousing the interest of visitors by subjects and drawing attention to the same themes. ICTs being used in a investigative approach encouraged the active participation of visitors. Technological resources used during the activities of the Gymkhana had their potential exploited, helping assisting visitors in the problems solving presented and stimulating the use of the Internet as a learning environment. / O presente trabalho aborda o uso das Tecnologias da Informação e Comunicação (TICs) na Gincana Tecnológica e Investigativa de Química, atividade do Centro de Ciências de Araraquara, museu de ciências da Unesp. Os objetivos do trabalho foram investigar a utilização desses recursos na atividade, a concepção desses participantes sobre tal utilização e as contribuições para o Ensino de Química. Os sujeitos de pesquisa foram os alunos visitantes do museu e a coleta de dados se deu através da aplicação de questionário ao término das visitas. Os dados indicaram a participação de alunos da rede pública, particular e do sistema SESI durante o período de análise. Observou-se que o computador se materializa como uma ferramenta cultural e que é utilizada pelos visitantes, durante a GTIQ, para realizar a ação de resolução da atividade proposta. Fazendo uso também da internet para a busca de informações, os visitantes indicaram se apropriar desse recurso como mediador da ação. Assim podemos sinalizar que a utilização dos recursos tecnológicos muda a relação dos alunos com os conteúdos químicos, uma vez que eles se demonstraram mais interessados ao utilizarem equipamentos com o qual possuem grande afinidade (celulares e computadores). Outro fator importante a se ressaltar é que o uso das TICs faz com que a busca por informações se tornasse mais dinâmica, o que, na visão dos visitantes, facilitou as pesquisas e as tornou mais motivadoras. As TICs utilizadas durante a GTIQ desempenharam papel motivacional, despertando o interesse dos visitantes pelos assuntos e chamando a atenção dos mesmos para os temas abordados. As TICs, sendo utilizadas em uma abordagem investigativa, estimularam uma participação ativa dos visitantes. Os recursos tecnológicos utilizados durante as atividades da Gincana tiveram suas potencialidades exploradas, ajudando os visitantes na resolução dos problemas apresentados e estimulando a utilização da internet como ambiente de aprendizagem.

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

La plupart des experts s’accordent à dire que le big data marque une rupture. Peut-être ont-ils raison. Mais cette rupture n’est pas vraiment matérielle, ni même organisationnelle. Cela fait déjà longtemps que les grands acteurs du web explorent et exploitent quotidiennement de grandes masses de données. Si révolution il y a, elle se joue ailleurs, à la périphérie de la grande disruption que mettent en scène la plupart des promoteurs du big data. Pour s’en rendre compte, il suffit de se poser la question qui suit : en pointant le caractère révolutionnaire des mégadonnées et des dispositifs permettant de les traiter, que font ces acteurs ? Ils préparent une intégration massive des intelligences artificielles au sein des différentes sphères de la société. S’il existe une rupture, elle se trouve donc plutôt ici : dans ce mouvement que nous connaissons aujourd’hui et qui consiste, pour une grande diversité d’acteurs socioéconomiques, à s’approprier des agents de calcul qui sont toujours plus autonomes et puissants. Aussi, afin de mieux saisir les enjeux de cette démocratisation, nous proposons dans cette thèse d’étudier le cas des machines à produire des futurs économiques : quel est leur rôle au sein de ces collectifs sociotechniques que composent les marchés ? Pour répondre à cette question, nous nous appuierons sur une ethnographie multi-située que nous avons conduite de 2012 à 2015 selon une posture se trouvant à la croisée des sociologies des marchés, des sciences et des techniques. Plus précisément, nous mobiliserons un corpus d’archives ainsi qu’un important matériau d’enquête recueilli auprès de plusieurs professionnels, entreprises et salons afin d’examiner la fabrication et le fonctionnement de ces machines à prédire les avenirs marchands. Nous verrons ainsi qu’au niveau de l’environnement de conception, ces dernières sont intéressantes dans la mesure où elles sont généralement dotées d’une intelligence locale qui doit faire advenir, dans le présent, des futurs permettant d’optimiser les intérêts économiques de ceux qui les implémentent. À partir d’une série d’études et d’expérimentations portant sur les usages d’un agent de recommandation, nous montrerons que cette forme d’intelligence est toutefois discutable puisqu’elle peut comporter d’importantes ambivalences du point de vue des utilisateurs. Ceci nous permettra de souligner qu’aux niveaux cognitif et relationnel, la pertinence des machines à produire des futurs économiques doit faire l’objet d’une mise en question systématique. Les enjeux sont importants puisqu’il n’est pas impossible que leur avènement massif au sein des organisations instaure de nouvelles asymétries sur les marchés qui ne sont pas un bien pour la communauté. / The majority of experts agree to say that the big data is a rupture. Maybe are they right. But this rupture is not really material, nor even organizational. It has already been a long time that the big web actors daily exploring and exploiting the big data. If revolution there is, it is happening elsewhere, at the periphery of the great disruption that depict most of big data promoters. To being aware of, simply ask the following question: pointing the revolutionary nature of big data and devices are provided to treat, what these actors are they doing? They are preparing a massive integration of artificial intelligences within the various spheres of society. If there is a rupture, it is therefore rather here: in this movement that we know today and which consists, for a great diversity of socioeconomic actors, to appropriate of the calculation agents that are increasingly autonomous and powerful. So in order to better understand the issues of this democratization, we propose in this thesis to study the case of machines to produce of the economic futures: what is their role within the socio-technical collectives that compose the markets? To answer this question, we will draw on a multi-situated ethnography we conducted from 2012 to 2015 according to a posture situated at the intersection of market, science and technology sociologies. Specifically, we will be mobilizing a corpus of archives and an important investigative material collected from several professionals, companies and salons to discuss the design and operation of these machines to predict merchant futures. We will see at the level of design environment, these machines are interesting in so far as they generally have a local intelligence that has to happen, in the present, of futures allowing to optimize the economic interests of those that implement. Starting from a series of studies and experimentations dealing with the use of a recommendation agent, we will show that this intelligence is debatable because it may entail of considerable ambivalences from the users point of view. This will allow us to emphasize that cognitive and relational levels, the relevance of the machines to produce of the economic futures must be the subject to a systematic questioning. The stakes are high because it is not impossible that the massive advent of these machines within the organizations introduces new asymmetries in markets that are not a good for the community.

Le développement des TIC et les innovations numériques qui en découlent ont radicalement changé le comportement des consommateurs. Les organisations s’adaptent à ces changements en transformant leurs pratiques. L’objet de cette recherche est l’innovativité Web comprise comme la capacité des organisations à adopter les innovations Web. La recherche interroge les pratiques d’adaptation des organisations en faveur du numérique : Comment piloter le changement numérique dans les organisations ? Le champ de recherche porte sur les Organismes de Gestion de Destination Touristique (OGD) qui ont la responsabilité du management du tourisme sur leur territoire de compétence. Cette thèse s’articule en deux parties. La première partie se focalise sur la mesure de l’innovativité des sites Web des OGD. Une grille d’analyse de l’innovativité est proposée et les méthodes de l’Aide Multi-Critères à la Décision (AMCD) sont employées afin d’évaluer la performance relative des sites Web de 30 OGD français. La logique du benchmarking est adoptée. Les résultats hétérogènes de cette approche quantitative nous poussent à chercher dans un second temps les facteurs explicatifs de l’innovativité. Pourquoi certains OGD sont-ils plus innovants que d’autres ? Quels sont les facteurs qui facilitent l’adoption des innovations Web par les OGD ? A cet égard, notre seconde partie traite des facteurs d’adoption des innovations Web dans les organisations. Une analogie entre PME et OGD est proposé afin d’identifier théoriquement les facteurs d’adoption des innovations Web. La méthodologie de recherche retenue pour cette seconde partie est de nature exploratoire et qualitative et correspond à un positionnement épistémologique de type interprétativiste. Des entretiens semi-directifs sont menés auprès d’experts en Management du Tourisme et l’étude du cas d’un OGD particulier permet de comprendre en profondeur le pilotage du changement numérique dans les organisations. Cette thèse en sciences de gestion s’inscrit en Management du Tourisme et présente des apports théoriques, méthodologiques et managériaux. Nous proposons un cadre théorique d’analyse de l’innovation Web et nous proposons une méthodologie robuste pour l’opérationnaliser. Cette méthodologie utilise les nombres flous, encore peu employés dans les sciences de gestion et pourtant porteurs de sens lors d’évaluations utilisant des échelles linguistiques. Les résultats de cette approche quantitative sont autant de perspectives d’amélioration des pratiques par les responsables d’OGD. Enfin, nous étudions le pilotage du changement dans les OGD en identifiant les facteurs d’adoption des innovations Web. / The development of ICT has radically changed the customer behaviour and their decision making process. Therefore, the organisations/companies should adapt themselves to these changes by transforming their practices. This thesis has two parts. In the first part, we explore the website-service innovativeness of 30 French DMO websites. An empirical approach is used to establish a structured framework of six evaluation criteria for website’s innovativeness. Fuzzy logic is employed in order to objectively evaluate the service-innovativeness and overall e-service quality of the DMO websites by using the linguistic variables. The TOPSIS method enables a comparison of the relative rankings of DMO websites, and also facilitates an objective metric as a benchmark to compare innovativeness overtime. The heterogeneous results oblige us to conduct an exploratory study in order to understand the reason behind this ranking. In this regard, in the 2nd part, we have focused on the factors of ICT adoption. Semi-structured interviews have been done with the tourism experts in order to understand the factors that facilitate the ICT adoption by the French DMO. Finally, we present the case of one of our benchmarks (Bordeaux Tourist Office) in order to illustrate the ICT adoption process.

La recherche présentée s’intéresse à l’implication des Technologies de l’Information et de la Communication (TIC) dans le développement de l’autoformation des professeurs des écoles stagiaires. Elle s’inscrit dans un double contexte. D’une part, celui de la mise en place de la réforme de la formation initiale des enseignants – la masterisation –, ayant eu cours, en France, de 2010 à 2013. D’autre part, celui des problématiques contemporaines liées à la question des usages du numérique à des fins d’autoformation. Dans cette perspective, ce travail s’appuie sur les données d’entretiens individuels, réalisés auprès de professeurs des écoles stagiaires issus de la masterisation, afin d’explorer leur rapport au métier, au(x) savoir(s) et aux technologies de l’information et de la communication. Il vise à mieux comprendre ce que représente, pour eux, l’autoformation aux et par les TIC et à saisir ce que cela soulève d’enjeux, en termes de construction et de développement professionnel. Il en ressort qu’à la complexité de cette période tout à fait particulière d’entrée dans le métier, s’ajoute aujourd’hui pour les enseignants débutants, celle d’enseigner mais également de se former et de s’autoformer dans un « monde numérique ». Il semble que les potentialités qu’offrent les technologies ne font que renforcer l’importance fondamentale d’une formation initiale solide, passant avant tout par un renforcement des interactions humaines, par un accompagnement éclairé et éclairant des enseignants débutants, leur permettant de développer au plus tôt leurs compétences professionnelles et d’être à même de les faire évoluer tout au long de leur carrière. / The present research treats of the involvement of Information and Communication Technologies in the development of the self-training of to-be primary school teachers. The context in which this research settles is double. Firstly, that of the setting up of the teachers’ training reform – masterisation – which took place in France from 2010 to 2013. Secondly, that of the contemporary problems related to the use of digital technology for self-training. The following work is based on data which was gathered during individual interviews with primary school teacher trainees who originated from masterisation, in order to explore their views on the profession, on the knowledge as well as on Information and Communication Technologies. Its goal is the better understanding of what self-training via ITCs represents for them, and also to bring into light the stakes engendered, in terms of career building and development. What stands out from this, is that the complexity of this rather peculiar pre-teaching phase is doubled by that of teaching and of self-training in a “digital world”. It appears that the infinite possibilities which are offered by these technologies only strengthen the need for a very solid initial training. This implies the reinforcement of human interaction through an enlightened and enlightening guidance for beginning teachers, enabling them to develop all the sooner their professional competence and to continue to make them evolve all along their career.

Orientador: Maria Raquel Miotto Morelatti / Banca: Mônica Fürkotter / Banca: Helena Faria de Barros / Resumo: A presente pesquisa, qualitativa, de natureza analítico descritiva, vinculada à linha de pesquisa "Práticas e Processos Formativos em Educação", do Programa de Pósgraduação em Educação da Faculdade de Ciências e Tecnologia - FCT/UNESP, Campus de Presidente Prudente, teve por objetivo investigar as concepções de professores de Matemática das escolas estaduais do município de Presidente Prudente, sobre o uso das Tecnologias de Informação e Comunicação (TIC) no processo de ensino e aprendizagem de Matemática. A estratégia utilizada para desenvolver tal investigação foi a abordagem indireta, procedimento que consiste em investigar as concepções dos professores questionando-os não sobre suas concepções propriamente, mas sobre suas práticas. A pesquisadora utilizou questionário e entrevista semi-estruturada para coletar os dados referentes às práticas com TIC de cinco professores de Matemática. Tal análise indicou que os professores concebem que a exposição da teoria deve sempre anteceder... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present qualitative research, which has an analytic and descriptive nature, and entailed to the research topic of "Practices and Formation Processes in Education", of the Post-graduation Program in Education of Faculdade de Ciências e Tecnologia - FCT/UNESP, campus of Presidente Prudente, aimed investigate the conceptions of Mathematical teachers of state schools in Presidente Prudente about the use of Information and Communication Technologies (ICT) during the teaching-learning process of mathematic. The strategy used to develop such investigation was the indirect approach. This procedure consists in investigate the teacher's concepts by questioning them not about their conceptions themselves, but about their practices. The researcher made use of questionnaire and semi-structured interview to collect the data referent to the practices with ICT of five mathematical teachers. The analysis indicated that the teachers agree that the exposure of the theory must always precede the practice. Besides that, the practices proposed by the... (Complete abstract click electronic access below) / Mestre

Programming is currently being introduced as an obligatory part of the K-9 education in Sweden with the aim to strengthen pupils’ digital competence and prepare them with skills adapt for the 21st century. The challenge is now to successfully integrate programming as a tool for teaching and learning within existing practices. Teachers are expected to support their pupils learning about programming despite their own limited chance to acquire knowledge on the subject. The Swedish National Agency for Education (Skolverket)has given some guidance but research on this area is rather limited and a lot is left to the teachers to decide and educate themselves in. Educational programming environments (EPEs), especially aimed at novices, can support teachers in this integration but needs to be suitable for the objectives from the Swedish school to not unintentionally direct the way teaching is done. This study aims to answer how an EPE should be designed to fit within the Swedish school context with a focus on the teachers’ perspective. To study this, seven interviews were conducted with educators in middle school with experience of working with programming in the classroom, followed by two observations during lectures with EPEs. The results provided implications that were used to form design guidelines for an EPE aimed at the Swedish school.

In a world dominated by digital technologies, user-centered design aims to ensure that the users are catered with solutions that deal with their needs. As agile methods have become a prevalent approach in software development, it is crucial for the two disciplines to work together. However, existing studies have already presented incompatibilities between the methods of the two disciplines. This study intends to investigate the impact that agile principles have on the adoption of user-centered approach on a broader scale through the many parties involved in the process. By conducting interviews with practitioners and interpreting the results through the lens of Engeström’s activity system model, the findings of the study reveal significant influences imposed on the user-centered approach by external and organizational factors that are intensified by the agile principles. Three main areas of concern are identified and accompanied by broad suggestions on how to approach resolving them, focusing on the empowerment of UX designers, accurate deliberation of the intentions and practices of user-centered approach, and close collaboration to raise awareness of the benefits of user-centered approach. Lastly, it is emphasized that the identified areas of concern – primarily the problematic impact from clients and executives – need further extensive research to provide definitive solutions.