The goal of this research was to explore how students with blindness (SwBs) use information and communication technology (ICT) for learning at the University of South Africa (UNISA). To do this the critical paradigm was used as a way of viewing the educational world. Underpinned by Transactional Distance Theory, Cultural Historical Activity Theory, Universal Design for Learning and Critical Theory, the study was qualitative and used narrative inquiry. The selection of the participants was made through purposive and snowball sampling and data collected through life stories, in-depth and telephonic interviews. The findings culminated in two major findings: 1) the use of ICT for learning; and 2) inclusive digital approaches. The first has emerging themes, for instance, (a) challenges with mathematical, scientific and accounting signs; (b) inability to access graphic learning material; (c) incompatibility of software; (d) lack of timely access to electronic learning materials; (e) high cost of ICT tools; (f) personal computers and laptops; (g) myUnisa and myLife; (h) voice recorders, Brailler, screen readers and videoconferencing; (i) electronic mail (e-mail); and (j) mobile telephones. The themes for the second major finding include: (a) authentic use of student-centred approaches; (b) inconsistency between policy and practice; (c) testing and re-testing of assessment tools; and (d) regular seeking of students‘ views and experiences. The proposed ‗Inclusive Critical use of Technology‘ (ICuT) framework was developed to and can be used as an effective guide if it is foregrounded by applicable distance learning theories and appropriate technologies. The study recommends the use of inclusive and critical approaches when integrating ICT into teaching and learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This study, the effects of computer simulations on the teaching and learning of Atomic Combinations was carried out in the Tshwane North District of Gauteng Province in South Africa. The study employed a non-randomized control-group pre-test and post-test quasi-experimental design involving two grade 11 Physical Science classes; one as an experimental (52) and the other as a control group (53). An Achievement Test consisting of 30 multiple-choice questions and a Structured Questionnaire designed for teacher and learner participants were the principal data collection tools used. The questionnaire was developed to answer research questions two and three that guided this study. The questionnaire tested how much learners and teachers were familiar with the use of computers and if there were any hindrances to computer usage. The achievement test instrument was administered as a pre-test and post-test to answer research question one. The experimental group received computer-assisted teaching and the control group was taught using traditional teaching method (lecture) on the same topics. The intervention took two and a half weeks for each of the schools involved in the study. Analyses of scores of the two groups in post-test were compared using Statistical Package for the Social Sciences (SPSS) independent t-test version 16.0. The results showed that t = 0.467, df = 103, p = 0.048 and the Sig. (2-tailed) value is 0.641. Since sig. (2-tailed) value is greater than 0.05, it can be concluded that there is no statistical significant difference between the experimental group and the control group. / Science and Technology Education / M. Sc. (Mathematics, Science & Technology Education)

Thesis (LLD)--Stellenbosch University, 2013. / The general public should have wide access to copyrighted materials for education and research. However, since the current copyright law system subtly favors copyright holders, it is time to re-evaluate copyright law to ensure it meets its original purpose of promoting the learning of the society. The research primarily focuses on how to broaden copyright limitations and exceptions for the public to access and use learning materials. Within the framework of the copyright law system, other mechanisms that allow users to access copyrighted materials at a reasonable price also are considered. Such mechanisms include an efficient collective copyright management system and various licensing schemes. In an information network environment, it is time for developing countries to reform copyright law in order to promote education and research. It is hoped the findings of this study not only benefit South Africa and People's Republic of China, but also provide insights and guidelines to other developing countries with similar conditions.

« Voix, vote et violence : Essais sur les dynamiques des régimes autoritaires électoraux » porte sur l'expression des voix généralement exclues sous des régimes autoritaires électoraux (« AE »), depuis les défis des processus institutionnalisés (en particulier les élections et la démocratie) jusqu’aux rationalisations des comportements extra-institutionnels (notamment la violence politique). Les essais sont présentés en deux parties. Les deux essais de la partie I ont trait aux cadres analytiques d’étude des comportements des partis au pouvoir et des oppositions dans les régimes semi-autoritaires. Les trois essais de la partie II examinent un sous-domaine spécifique de ces régimes : la participation politique des femmes. Chaque chapitre propose des découvertes comme résumé ci-dessous. Le chapitre 1 explore les défis méthodologiques dans l'étude des régimes semi-autoritaires (comme AE) en analysant de manière critique un cadre d’analyse important dans le domaine. Une réplication indépendante du modèle de classification de l'autoritarisme compétitif (« AC ») de Levistky et Way (2010) révèle des anomalies de codification dans la sélection des cas qui influent sur la théorie générale des régimes AC et qui ont des implications méthodologiques pour l'étude comparative des régimes hybrides en général. Le chapitre 2 examine le comportement des partis de l'opposition sous des régimes AE. Je fais l'hypothèse que les objectifs électoraux et les objectifs de régime des oppositions dans les EA (les « jeux parallèles ») s’alignent dans des conditions où il existe une certitude relative concernant les résultats, mais divergent lorsque l’incertitude des résultats de régime ou des élections est plus importante, ce qui entraine quatre types de comportement identifiables. Je teste mes hypothèses sur 55 élections dans 29 États d'Afrique sub-saharienne et je démontre que les quatre types de comportement dépendent du degré de répression de l'État et du niveau de capacité organisationnelle des oppositions. Le chapitre 3 révèle et définit la nature sexuée de la violence électorale (une caractéristique commune des régimes AE). Une base de données originale de plus de 2 000 incidents de violence électorale dans six pays, ainsi qu’un travail de terrain dans plus de cinquante pays révèlent l'existence d'importantes distinctions dans la manifestation de la violence électorale, ainsi que la présence d'un phénomène auparavant non reconnu, la violence électorale basée sur le genre (« VEBG »). Le chapitre présente les définitions, une taxonomie et la typologie des deux formes de violence. Le chapitre 4 se penche en profondeur sur le sujet, en examinant la relation complexe entre les technologies de l'information et de la communication (TIC) et la VEBG. Les notions de la violence électorale différenciée selon le genre ainsi que la VEBG sont étendues à la violence politique en général. Je démontre que les TIC facilitent les formes sexuées de la violence politique, mais qu’elles contribuent également à résister et atténuer ces violences, grâce à certaines qualités spécifiques aux TIC. Le dernier chapitre fournit la solution à une énigme de longue date dans l'exclusion politique dans les régimes AE (et autres) en démontrant la complémentarité des formes spécifiques de mesures temporaires spéciales (MTS) dans les systèmes électoraux fondés sur des circonscriptions uninominales (CU). Le chapitre présente une classification en cinq parties des options MTS dans les CU, y compris une interprétation originale des « seuils parallèles ». L'analyse des cinq types de MTS à travers des études de cas de pays illustre que les divergences dans l'adoption de quotas entre les systèmes électoraux sont le résultat d'un manque de connaissances plutôt que des traits intrinsèques des systèmes électoraux, comme supposé précédemment. / “Voices, Votes and Violence: Essays on Select Dynamics of Electoral Authoritarian Regimes” concerns the expression of commonly excluded voices under electoral authoritarian (EA) regimes, from the challenges of institutionalized processes (specifically, elections and voting) to rationalizations for extra-institutional behaviors (notably political violence). The essays are presented in two parts. The first two essays in Part I concern frameworks for studying incumbent and opposition behaviors in semi-authoritarian states. The three essays in Part II examine a specific sub-field of EA regime dynamics: political participation of women. Each chapter provides findings as summarized below. Chapter 1 explores methodological challenges in studying semi-authoritarian regimes (such as EA) by critically engaging with a leading framework of analysis in the field. An independent replication of Levistky and Way’s 2010 classification model of competitive authoritarianism (CA) reveals coding discrepancies in the authors’ case selection which impact the broader theory of CA regimes and have methodological implications for the comparative study of hybrid regimes in general. Chapter 2 examines opposition party behavior under EA regimes. I hypothesize that EA oppositions’ electoral and regime objectives (“dual games”) align under conditions where there is relative certainty of outcomes but diverge where either regime or electoral uncertainty is greater, resulting in four identifiable behavior types. Testing the theory on 55 elections in 29 sub-Saharan African states, I demonstrate that the four behavior types are functions of the degree of state repression and the level of organizational capacity of the opposition. Chapter 3 reveals and defines the gendered nature of electoral violence (a common feature of EA regimes). An original database of over 2000 incidents of election violence in six countries as well as fieldwork from over fifty countries reveal the existence of significant gender-differentiation in the manifestation of election violence as well as the presence of a previously unrecognized phenomenon, gender-based election violence (GBEV). The chapter introduces definitions, a taxonomy and typology of both forms of violence. Chapter 4 delves deeper into the topic by examining the complex relationship between information and communication technologies and gendered election violence. The notions of gender-differentiated and gender-motivated violence are extended to political violence in this chapter. Information and communication technologies are found to both facilitate gendered forms of political violence as well as empower resistance and violence mitigation. The final chapter provides the solution to a longstanding puzzle of political exclusion in EA (and other) regimes by demonstrating the complementarity of specific forms of temporary special measures (TSMs) in electoral systems based on single-member districts (SMDs). The chapter presents a five-part classification of TSM options in SMDs, including an original interpretation of “Alternate Thresholds”. Analyzing the five TSM types through country case studies, Chapter 5 illustrated that discrepancies in the adoption of quotas between electoral systems are the result a knowledge gap rather than intrinsic traits of electoral systems, as previously assumed.

Cette thèse analyse l’articulation entre les technologies de l’information et de la communication (TIC) et le tourisme dans l’optique de la coopération internationale. Elle étudie les relations internationales entre le Mexique, le Belize, le Guatemala, le Honduras et le Salvador (1992-2012) dans le contexte de l’Organisation du Monde Maya (OMM) dans laquelle le tourisme est placé comme un vecteur de développement économique. Elle répond à la problématique suivante : le tourisme électronique peut-il favoriser la création et la consolidation des liens de coopération entre les pays de la multi-destination de l’OMM ? Ce travail de recherche montre comment, en dépit des difficultés liées au principe de la concurrence, aux intérêts nationaux et de politique extérieure, l’accord de coopération en matière de tourisme électronique s’est concrétisé à travers une offre englobant toute la Région du Monde Maya à partir de la marque Monde Maya sur le Web. La thèse souligne l’intérêt du tourisme électronique tout en préconisant son renforcement afin d’accentuer la coopération régionale entre États et de consolider le rôle du tourisme dans les régions à partir d’une perspective commune, ce qui permettrait de créer une synergie dynamisante et constructive. Cette recherche vise à apporter une contribution à l’étude de thèmes : tourisme, coopération internationale, Région du Monde Maya. / The linkage between information and communication technology (ICT) and tourism is analyzed in the context (1992-2012) of international cooperation between Mexico, Belize, Guatemala, Honduras and Salvador in the framework of the Maya World Organization (MWO). Tourism is a vector of economic development for this organization. Can electronic tourism create and consolidate cooperation in tourism between the countries taking part in the MWO with its multiple tourist destinations? Despite the difficulties of competition, national interests and foreign policies, the agreement on cooperation in e-tourism has led to an offer for the whole Maya region through the Maya World website. This thesis emphasizes the importance of e-tourism and advocates strengthening it so as to foster cooperation among countries in the region from a joint perspective, thus creating a constructive, dynamic synergy. It contributes to the study of tourism, international cooperation and the World Maya Region. / Esta tesis analiza la articulación entre las tecnologías de la información y de la comunicación (TIC) y el turismo en la óptica de la cooperación internacional. Estudia las relaciones internacionales entre México, Belize, Guatemala, Honduras y El Salvador (1992-2012) fen el marco de la Organización Mundo Maya (OMM) en la cual el turismo es identificado como un vector de desarrollo económico. La tesis responde a la cuestión siguiente: ¿El turismo electrónico en el marco de la OMM puede favorecer la creación y la consolidación de los lazos de cooperación entre los países de la multidestinación de la OMM? Este trabajo de investigación muestra cómo, pese a dificultades vinculadas con el principio de competencia, a los intereses nacionales y de política exterior, el acuerdo de cooperación en materia de turismo electrónico se materializó a través de una oferta turística abarcando toda la Región Mundo Maya a partir de la marca Mundo Maya en la Web. La tesis subraya el interés acerca del turismo electrónico y recomienda su reforzamiento con el fin de acentuar la cooperación regional entre Estados y consolidar el papel del turismo en las regiones a partir de una perspectiva común, lo que permitiría crear una sinergia dinámica y constructiva. La investigación pretende contribuir al estudio de los siguientes temas: turismo, cooperación internacional, Región Mundo Maya.

Made available in DSpace on 2016-04-28T19:33:54Z (GMT). No. of bitstreams: 1 Claudia Lucia Landgraf Pereira Valerio da Silva.pdf: 1551222 bytes, checksum: 564891872d67fb84fb0c3872f5488ebc (MD5) Previous issue date: 2015-02-20 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / In view of the growing interest with regard to teacher training and in regard to digital inclusion, we propose, as the theme of this research, the training of teachers for the teaching and learning of Portuguese Language in the digital environment. Thus, our overall objective is to discuss the challenges, possibilities and the process of continuing education of teachers to promote the teaching of Portuguese Language in digital and virtual environments in the classroom mode. The underlying purpose was to strengthen the teaching practice of Portuguese-speaking teachers in the use of technology - TIC - in digital environments. To meet our goals, we adopted a qualitative approach, descriptive and explanatory nature, but do not rule out the use of the questionnaire, quantitative instrument, therefore, to Godoy (1995), researchers can distinguish quantitative nature of qualitative research, but differences approach of this research have not opposition between them. Thus, our approach is qualitative, with the use of quantitative (questionnaire) and qualitative (observation, field notes record, interview). Selected, in a universe of nine schools covered by the UCA Project in Mato Grosso, two of them to be the state system, but belong to different municipalities and having similar IDEB 2009. Embasamo us initially in the design of Schon (1992) on the training of teachers developed in service, reflexive and procedural. This training does not seek a finished product, but creating a movement whose dynamic is established when we reflect on the action and the action. We have used in our theoretical basis, mainly on the contributions of Vygotsky (1991), the discussions on teaching metacognition of Paris, Cross and Lipson (1984); the conception of the teacher education of Nóvoa (2007); linguistic assumptions Weinrich (1964) on the tenses; studies of Smith (2001) on the literacies of the Xavier research (2003), Coscarelli (2007) and Quevedo; Crescitelli and Geraldini (2009) on digital literacy and teacher training. The results show that continuous training appears as a necessity for the use of TIC in digital contexts. We found that the challenges are many and range from structural and training issues to pedagogical issues. Since the possibilities of working with TIC are numerous, the teacher, through a process of reflective continuing education, can achieve digital literacy necessary for the development of Portuguese activities in presence digital contexts, in order to provide the students with the knowledge not only of language resources, but also the technological resources necessary for them to be successful in different communicative spheres throughout their lives / Tendo em vista o crescente interesse tanto no que diz respeito à formação de professores quanto no que diz respeito à inclusão digital, propomos, como tema desta pesquisa, a formação de professores para o ensino e aprendizagem de Língua Portuguesa em ambiente digital. Assim, nosso objetivo geral é discutir os desafios, as possibilidades e o processo de formação continuada do professor para promover o ensino de Língua Portuguesa em ambientes digitais e virtuais na modalidade presencial. O propósito subjacente foi fortalecer a prática pedagógica dos professores de Língua Portuguesa para o uso da tecnologia TIC - em ambientes digitais. Para cumprir com nossos objetivos, adotamos a abordagem qualitativa, de natureza descritivo-explicativa, porém não descartamos o uso do questionário, instrumento quantitativo, pois, para Godoy (1995), pesquisadores podem distinguir pesquisas de cunho quantitativo de qualitativo, mas as diferenças de abordagem dessas pesquisas não apresentam relação de oposição entre elas. Assim, nossa abordagem é qualitativa, com a utilização de instrumentos quantitativos (questionário) e qualitativos (observação, registro de notas de campo, entrevista). Selecionamos, em um universo de nove escolas contempladas pelo Projeto UCA em Mato Grosso, duas delas por serem da rede estadual, mas pertencerem a municípios diferentes e possuírem IDEB 2009 semelhante. Embasamo-nos, inicialmente, na concepção de Schon (1992) sobre a formação de professores desenvolvida em serviço, reflexiva e processual. Tal formação não busca um produto pronto, mas a criação de um movimento cuja dinâmica se estabelece quando refletimos na ação e sobre a ação. Valemo-nos, em nossa fundamentação teórica, principalmente, das contribuições de Vygotsky (1991), das discussões sobre metacognição docente de Paris, Cross e Lipson (1984); da concepção de formação do professor reflexivo de Nóvoa (2007); das premissas linguísticas de Weinrich (1964) sobre os tempos verbais; dos estudos de Soares (2001) sobre os letramentos a das pesquisas de Xavier (2003), Coscarelli (2007) e Quevedo; Crescitelli e Geraldini (2009) sobre letramento digital e formação de professores. Os resultados obtidos demonstram que a formação continuada configura-se como uma necessidade para o uso das TIC em contextos digitais. Verificamos que os desafios são muitos e envolvem desde questões estruturais e formativas até questões pedagógicas. Uma vez que as possibilidades de trabalho com as TIC são inúmeras, o professor, por meio de um processo de formação continuada reflexivo, pode alcançar o letramento digital necessário para a elaboração de atividades de língua portuguesa em contextos digitais presenciais, de forma a propiciar aos alunos o conhecimento não só dos recursos linguísticos, mas também dos recursos tecnológicos necessários para que eles sejam bem-sucedidos nas diversas esferas comunicativas ao longo de suas vidas

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-08-04T19:07:24Z No. of bitstreams: 1 RODRIGO HIP?LITO ROZA.pdf: 883491 bytes, checksum: bd055d5408be214508c0cfe3fff6183b (MD5) / Made available in DSpace on 2017-08-04T19:07:24Z (GMT). No. of bitstreams: 1 RODRIGO HIP?LITO ROZA.pdf: 883491 bytes, checksum: bd055d5408be214508c0cfe3fff6183b (MD5) Previous issue date: 2017-06-02 / Pontif?cia Universidade Cat?lica de Campinas ? PUC Campinas / Information and communication technologies have been increasingly used to support the learning of university students both inside and outside universities. In undergraduate courses of business administration, for example, Technologies are used not only because of their potential to support learning, but also because they will be part of the everyday life of the future professional. However, in order for technologies to fulfill their role as allies in the learning process, it is important to consider the individual differences of learners, that is, their learning styles. The main objective of this research was to investigate the learning styles in situations of information and communication technologies use, especially by undergraduate students of administration. For that, four studies were developed. The first study comprised the construction of a scale of learning styles in technology use situations and its validation by judges, two doctors and two doctoral students in psychology, in order to search for evidence of validity based on content. The second study dealt with the computerization of the scale, using free software tools, and the computerized scale test in a sample of 120 college students. The third study sought evidence of validity based on the internal structure of the scale, in a sample of 378 university students. Finally, the fourth study compared the learning styles of 322 undergraduate students of administration, distributed in "pure" administration, foreign trade and logistics and services, considering the variables gender and specificity of course formation. In general, the studies resulted in the proposition of a new theoretical model, called Learning Styles in Technologies Use Situations Model, composed by the theoretical, pragmatic, interaction with the medium and interaction through the medium styles, as well as in a computerized instrument, called the Learning Styles in Technologies Use Situations Scale. The instrument application in undergraduate students of administration showed that there is a significant influence of the interaction between the variables gender and specific formation only in the theoretical style, in favor of the logistics and services students of the feminine gender and the foreign trade students of the male gender. / Las tecnolog?as de la informaci?n y comunicaci?n se han utilizado cada vez m?s para apoyar el aprendizaje de los estudiantes universitarios, tanto dentro como fuera de las universidades. En los cursos de administraci?n, por ejemplo, las tecnolog?as se utilizan no s?lo debido a su potencial para apoyar el aprendizaje, sino tambi?n porque ser?n parte del trabajo diario del futuro profesional. Sin embargo, de manera que las tecnolog?as pueden cumplir su papel de aliados del proceso de aprendizaje, es importante tener en cuenta las diferencias individuales de los estudiantes para aprender, es decir, sus estilos de aprendizaje. El objetivo principal de este estudio fue investigar los estilos de aprendizaje en situaciones de uso de tecnolog?as de la informaci?n y comunicaci?n, especialmente de estudiantes universitarios de administraci?n. Para ello, se desarrollaron cuatro estudios. El primer estudio incluy? la construcci?n de una gama de estilos de aprendizaje en situaciones de uso de las tecnolog?as y su validaci?n por jueces, dos doctores y dos estudiantes de doctorado en psicolog?a, con el fin de buscar pruebas de validez en funci?n del contenido. El segundo estudio trat? de la informatizaci?n de la escala, con el uso de herramientas de software libre, y la prueba de ejecuci?n de la escala computarizada sobre una muestra de 120 estudiantes universitarios de administraci?n. El tercer estudio busc? pruebas de validez en base a la estructura interna de la escala en una muestra de 378 estudiantes universitarios. Por ?ltimo, el cuarto estudio compar? los estilos de aprendizaje de 322 estudiantes universitarios de administraci?n, distribuidos em administraci?n "pura", comercio exterior, bien como log?stica y servicios, teniendo en cuenta las variables g?nero y formaci?n espec?fica. En general, los estudios resultaron en proponer un nuevo modelo te?rico, llamado Modelo de Estilos de Aprendizaje en Situaciones de Uso de Technolog?as, compuesto por los estilos te?rico, pragm?tico, de interacci?n con el medio y de interacci?n a trav?s del medio, y en un instrumento computarizado llamado Escala de Estilos de Aprendizaje en Situaciones de Uso de Technolog?as. La aplicaci?n del instrumentos en estudiantes de administraci?n mostr? que existe una influencia significativa de la interacci?n entre las variables g?nero y formaci?n espec?fica en el estilo te?rico, a favor de los estudiantes de log?stica y servicios del g?nero femenino y los estudiantes de comercio exterior del g?nero masculino. / As tecnologias da informa??o e comunica??o t?m sido cada vez mais utilizadas no apoio ? aprendizagem de estudantes universit?rios, tanto dentro como fora das universidades. Nos cursos superiores de administra??o, por exemplo, as tecnologias s?o empregadas n?o somente devido ao seu potencial de apoiar ? aprendizagem, mas tamb?m porque far?o parte do cotidiano do futuro profissional. Contudo, para que as tecnologias cumpram seu papel de aliadas do processo de aprendizagem, ? importante considerar as diferen?as individuais dos estudantes ao aprender, ou seja, seus estilos de aprendizagem. O objetivo principal desta pesquisa foi investigar os estilos de aprendizagem em situa??es de uso das tecnologias da informa??o e comunica??o, em especial de estudantes universit?rios de administra??o. Para tanto, foram desenvolvidos quatro estudos. O primeiro estudo compreendeu a constru??o de uma escala de estilos de aprendizagem em situa??es de uso de tecnologias e sua valida??o por ju?zes, dois doutores e dois doutorandos em psicologia, tendo em vista a busca por evid?ncias de validade baseadas no conte?do. O segundo estudo tratou da informatiza??o da escala, com o uso de ferramentas de software gratuitas, e do teste de funcionamento da escala informatizada em uma amostra de 120 estudantes universit?rios de administra??o. O terceiro estudo buscou evid?ncias de validade baseadas na estrutura interna da escala, em uma amostra de 378 estudantes universit?rios. Por fim, o quarto estudo comparou os estilos de aprendizagem de 322 estudantes universit?rios de administra??o, distribu?dos em administra??o ?pura?, administra??o com linha de forma??o em com?rcio exterior e administra??o com linha de forma??o em log?stica e servi?os, considerando as vari?veis g?nero e linha de forma??o. De um modo geral, os estudos resultaram na proposi??o de um novo modelo te?rico, denominado Modelo de Estilos de Aprendizagem em Situa??es de Uso de Tecnologias, composto pelos estilos te?rico, pragm?tico, de intera??o com o meio e de intera??o atrav?s do meio, bem como em um instrumento informatizado, denominado Escala de Estilos de Aprendizagem em Situa??es de Uso de Tecnologias. A aplica??o do instrumento em estudantes universit?rios de administra??o mostrou haver influ?ncia significativa da intera??o entre as vari?veis g?nero e linha de forma??o no estilo te?rico, a favor dos estudantes de log?stica e servi?os do g?nero feminino e dos estudantes de com?rcio exterior do g?nero masculino.

Made available in DSpace on 2016-04-04T18:31:31Z (GMT). No. of bitstreams: 1 Ana Cristina Pereira de P Assolari.pdf: 1062992 bytes, checksum: 86b8f894fb835cd2496911a4689155b6 (MD5) Previous issue date: 2011-02-11 / IT and Telecommunication Managers need to be on top of rnarket trends so they rnay proceed to necessary changes and improvement on their network in order to keep up with business challenges and ensure the future of the cornpany, The decision making related to network migration should not be rnade without a consistent and reliable method that would support the decision taken, protecting the managers and companies from risks and losses. This paper has the objective to propose the usage of multicriteria decision making methodology, with focus on the MACBETH method in arder to support the network migration, based on information extracted from the financiai reports published on the public internet. This paper will show the study of two companies that have m igrated to MPLS in the last five years, buildlng the MACBETH Model from information present on the Financiai Report at the time of contract was signed and validating the information extracted with executives from the commercial and technical departments who lived through that period in the company. Within this scenario it can be verified that MACBETH Method once provided with the correct information that reflects the period the cornpany is living rnay help executives to decide if they should migrate ar not migrate their network / Gestores de telecomunica??es e TI precisam estar sempre atentos aos rumos da organiza??o e com isso procederem a mudan?as necess?rias nas estruturas e redes de comunica??o que subsidiam os neg?cios da empresa. A tomada de decis?o a respeito da migra??o de tecnologias n?o dever ser efetuada sem um m?todo consistente que as subsidie, livrando o gestor de riscos e preju?zos empresariais que podem ser minjmizados quando uma abordagem estruturada elencando os principais crit?rios a serem considerados ? utilizada. Este trabalho tem como objetivo propor o uso de metodologia para tomada de decis?o multicrit?rio, com foco no m?todo MACBETH, para subsidiar a migra??o de plataformas de redes de telecomunica??es. Com base em informa??es oriundas de boletins financeiros disponibilizados publicamente na Internet. O trabalho analisa duas empresas que migraram para plataforma MPLS, construindo a estrutura do m?todo MACBETH a partir das informa??es obtidas nos boletins financeiros dessas organiza??es e validando a an?lise com dados obtidos de gerentes das ?reas comerciais e de tecnologias que vivenciaram esse per?odo. Dentro desse quadro, considerou-se que o m?todo MACBETH, uma vez alimentado com informa??es corretas que reflitam o momento da empresa, pode orientar gestores a decidirem se devem ou n?o proceder ? migra??o de suas bases tecnol?gicas

Made available in DSpace on 2016-04-04T18:36:38Z (GMT). No. of bitstreams: 1 Francisco Bianchi.pdf: 1658151 bytes, checksum: 0b1376dad8e2f37c261e6edead4044a2 (MD5) Previous issue date: 2008-05-29 / The present study proposes a model for conceptual and theoretical access to information and knowledge, with an emphasis on ownership and access to the tacit knowledge in organizations productive. The architecture of the model is based on the metaphor of the road maps that guide the individual to the sources of information and knowledge, previously mapped in the organization. In terms of technology, the model takes into account the strong support of information and communications technologies (ICTs), particularly those related to the recovery and presentation of information on environment network Intranet, making it comprehensive and easily accessible not only by specialists, but mostly by individuals with little or neither ability to use computers. Although the strong point of the proposed model is the present stage of ICTs, its main focus isn t the technology but the people who will interact with the model and take advantage of its features. Faced applicable, it is recognized the importance of motivation, both for individuals seeking information to satisfy their needs cognitive, as for the information of professionals responsible for the processes of management of information and knowledge in organizations, as critical factor for success of the proposed model. For theoretical validate of the model proposed in this study, looking up in the Information Science, Administration and Computer Science, important concepts on the management of information and knowledge, business organization and information technologies. This work is concluded presenting a theoretical and conceptual model for access to information and knowledge, supported by technology Intranet network. / O presente estudo prop?e um modelo conceitual e te?rico para acesso ? informa??o e conhecimento, com ?nfase na apropria??o e acesso ao conhecimento t?cito, em organiza??es produtivas. A arquitetura do modelo esta baseada na met?fora dos mapas rodovi?rios, que guiar? o indiv?duo at? as fontes de informa??o e conhecimento, previamente mapeadas na organiza??o. Em termos de tecnologias, o modelo leva em considera??o o forte apoio das tecnologias de informa??o e comunica??o (TICs), principalmente aquelas relacionadas com a recupera??o e apresenta??o da informa??o, em ambiente de rede Intranet, tornando-o abrangente e de f?cil acesso n?o somente por especialistas, mas principalmente por indiv?duos com pouca ou nenhuma habilidade de uso de computadores. Embora o ponto forte do modelo proposto seja o est?gio atual das TICs, seu foco principal n?o s?o as tecnologias, mas as pessoas que ir?o interagir com o modelo e se beneficiar das suas funcionalidades. Diante disso, reconhece-se a import?ncia da motiva??o, tanto dos indiv?duos que buscam informa??es para satisfazer suas necessidades cognitivas, quanto dos profissionais da informa??o respons?veis pelos processos de gest?o da informa??o e do conhecimento nas organiza??es, como sendo fator cr?tico de sucesso do modelo proposto. Para fundamenta??o te?rica do modelo proposto neste trabalho, buscam-se nas Ci?ncias da Informa??o, Administra??o e Computa??o, os conceitos importantes sobre gest?o da informa??o e do conhecimento, organiza??o empresarial e tecnologias da informa??o. Conclui-se este trabalho apresentando um modelo te?rico e conceitual para acesso ? informa??o e conhecimento, apoiado por tecnologias de rede Intranet.

Information and communication technology (ICT) is considered a vital enabler in the quest to reduce the disparities between the developed and developing world. Developments in mobile technology have dramatically changed the ICT landscape. Mobile cellular technologies have flourished and proliferated more rapidly than any previous technology hitherto and is thus considered, at this time, the most pervasive technology in the world. However, the introduction of mobile ICT in rural formal education is faced with many challenges and ways in which to maximise its usage is still being explored. This research explores mobile digital literacy skills required by a rural educator to successfully integrate mobile technology into the classroom. This exploration used the ICT for rural education development (ICT4RED) project as its case study and added dimensions to the project through the development of a framework for mobile digital literacy skills. ICT4RED was an appropriate case for the exploration as it met the following criteria: educators were using mobile technologies in the classroom, educators had been part of the Teacher Professional Development (TPD) course offered by the ICT4RED project and educators were based in a rural resource-constrained area in South Africa. Questionnaires were used to gain insight into which skills educators rated as most important, and least important, as based on their teaching experience using mobile technologies in the classroom. The work is grounded on an interpretivist research philosophy and followed an inductive reasoning approach. Additionally, the research employed a qualitative method of analysis with a single case study, comprising of two units, facilitating a perspective of the phenomenon. Framework development was enabled through a literature review which assisted in theorising the mobile digital literacy skills. An expert review, followed by a questionnaire driven survey for educators, was conducted. The qualitative analysis revealed that most of the mobile digital literacy skills from literature were important and should be employed. The majority of educators and experts felt that the skills could not be categorised as, due to the lack of resources, most are considered very important. The lack of stable internet connection/s were also considered a major (if not the major) hindrance to successful mobile integration in rural areas. The main research question answered by this study is: How can a framework for educators’ mobile digital literacy skills support educators using mobile technology in formal rural education? The findings of this research should be significant to developers of mobile technology training programmes, as well as educators trying to successfully integrate mobile technology into their classrooms. The framework will enable both trainers and educators to prioritise skills and channel resources into the acquisition of those skills which have been identified as important by this research work. / School of Computing / M. Sc. (Computing)