This diploma thesis proposes a modern way of teaching leaf morphology in elementary school. It includes research that builds on the bachelor thesis ,,The leaf as an organ of higher plants - creation of photographic collection of leaves". The theoretical part contains an analysis of the objectives and trends of contemporary learning and teaching methods, and also summarizes the interconnection of teaching leaf morphology with the FEP. The practical part contains an interactive learning program with elements of inquiry-based education aimed at teaching leaf morphology. The research in this paper compares the quality of students' knowledge learned by the compiled program and the students learned the traditional way.

Made available in DSpace on 2014-12-17T15:07:09Z (GMT). No. of bitstreams: 1 SamaraFO_DISSERT.pdf: 2202818 bytes, checksum: 8e3dc2c2f0d12c877396778a697ee080 (MD5) Previous issue date: 2014-02-13 / Some authors have suggested that learning tasks conducted in L2 classes can motivate learners in different ways. Similarly, Interactive Whiteboards (IWB) have already been linked as drivers to engagement and enthusiasm in L2 classes, which may cause some impact on affective variables that influence learning (e.g. motivation). This crosssectional mixed-methods study aims to understand how situational motivation caused by learning tasks mediated by the IWB impact participants. We seek to answer the following research questions: (1) How does motivation as a personality trait of the learner relate to his/her additional language learning performance?, (2) How does the type of learning task mediated by the IWB impact the learner s motivation?, (3) How does motivation vary along the learning task mediated by the IWB? and (4) What is the relation between the learning task motivation and the learners perception about the task mediated by the IWB? Data collection lasted four months with 29 learners from a private language school. The instruments used were the following: (a) an initial questionnaire (adapted from the Attitudes/Motivation Test Battery by GARDNER, 2004), (b) situation-specific on-line scales to assess learners motivation in three moments: before, during and after the task, and analyze how motivation varies along the task; (c) class observations and field notes resulting from these observations, (d) participants end-of-course grades to understand the connection between academic success and their motivational profiles and (e) a final questionnaire with the qualitative purpose to know learners perceptions about the tasks mediated by the IWB. Our theoretical framework is based on Task-Based Learning and cognitive aspects present in tasks (WILLIS, 1996; SKEHAN, 1996), theories on motivation and second language learning (GARDNER, 2001; D?RNYEI e OTT?, 1998; D?RNYEI, 2000; 2002) and conceptions about L2 learning mediated by technology (GIBSON, 2001; OLIVEIRA, 2001; MILLER et al, 2005). Our results do not point out to a significative correlation between learners end-of-course grades and their motivational profiles. However, they indicate that there is some variability in situational motivation along the tasks, even among learning tasks from the same type. Furthermore, they show that learners report different perceptions for each learning task and that the impact of the IWB on participants did not have a large proportion / Alguns autores j? sugeriram que as tarefas de aprendizagem conduzidas em salas de aula de L2 podem motivar os aprendizes de diferentes maneiras. Da mesma forma, as Lousas Digitais Interativas (LDI) j? foram relacionadas como propulsoras de engajamento e entusiasmo em aulas de L2, podendo assim impactar vari?veis afetivas que influenciam a aprendizagem, como a motiva??o, por exemplo. Este estudo transversal, de m?todos mistos, objetiva compreender de que forma a motiva??o situacional ocasionada por tarefas de aprendizagem mediadas pela LDI impacta os participantes. Buscamos responder as seguintes perguntas de pesquisa: (1) como a motiva??o, vista como um tra?o da personalidade do aprendiz, se relaciona ao seu desempenho de aprendizagem da L2?, (2) de que maneira o tipo de tarefa de aprendizagem impacta na motiva??o do aprendiz?, (3) de que forma a motiva??o varia ao longo da tarefa de aprendizagem? e (4) qual a rela??o entre a motiva??o proveniente da tarefa de aprendizagem e a percep??o do aprendiz sobre a tarefa mediada pela LDI? A coleta de dados durou quatro meses em um instituto privado de idiomas com 29 aprendizes de ingl?s e foi realizada por meio dos seguintes instrumentos: (a) um question?rio inicial (adaptado da Attitudes/Motivation Test Battery de GARDNER, 2004); (b) escalas situacionais on-line para conhecermos a motiva??o dos aprendizes em tr?s momentos: antes, durante e ap?s a tarefa e analisarmos como a motiva??o varia ao longo da tarefa; (c) observa??es de aulas e as resultantes notas de campo dessas observa??es; (d) as notas globais dos participantes no semestre para entendermos a rela??o entre o desempenho acad?mico e o perfil motivacional deles e (e) um question?rio final com o fim qualitativo de conhecer as percep??es dos aprendizes sobre as tarefas mediadas pela LDI. Nossa fundamenta??o te?rica baseia-se na Aprendizagem Baseada em Tarefas e nos aspectos cognitivos presentes nas tarefas (WILLIS, 1996; SKEHAN, 1996), em algumas teorias de motiva??o e aprendizagem de L2 (GARDNER, 2001; D?RNYEI e OTT?, 1998; D?RNYEI, 2000; 2002) e em concep??es sobre a aprendizagem de L2 mediada por tecnologias (GIBSON, 2001; OLIVEIRA, 2001; MILLER et al, 2005). Nossos resultados n?o apontam uma correla??o significativa entre as notas globais dos aprendizes e o seu perfil motivacional. Entretanto, indicam que h? uma variabilidade da motiva??o situacional ao longo das tarefas, mesmo dentro de tarefas de aprendizagem do mesmo tipo. Al?m disso, mostram que os aprendizes relatam diferentes percep??es para cada tarefa de aprendizagem e que o impacto da LDI na motiva??o dos participantes foi de pequena propor??o

This diploma thesis is focused on using the interactive whiteboard in English language classes at middle school level. The theoretical part is focused on describing the interactive whiteboard, development and description of particular language skills (listening, speaking, reading, writing) and language subskills (grammar, pronunciation). The practical part deals with a preparation of some English classes. From observation of the classes, from the interviews with teachers and the questionnaire among pupils I will make a conclusion for training which language skills and subskills it is good to use the interactive whiteboard.

Orientador: Sergio Ferreira do Amaral / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T15:09:32Z (GMT). No. of bitstreams: 1 Nakashima_RosariaHelenaRuiz_M.pdf: 1112893 bytes, checksum: 9bd72be40c953d9608143c0d5a93713f (MD5) Previous issue date: 2008 / Resumo: O presente trabalho teve como objetivo sistematizar indicadores didáticopedagógicos que auxiliassem na utilização da linguagem interativa presente na lousa digital. Para isso, foi realizada uma pesquisa bibliográfica que, por meio da análise de conteúdo foram selecionados publicações de pesquisadores que investigavam os seguintes temas: tecnologia da informação e da comunicação; educação e tecnologias; recursos multimídia; interatividade; e lousa digital. Assim, foram sistematizados cinco indicadores didático-pedagógicos da linguagem digital interativa: interatividade; flexibilidade/multilinearidade; conectividade; qualidade das informações e dos conteúdos; e convergência de linguagens. A pesquisa envolveu duas turmas de formação inicial do Curso de Pedagogia da Faculdade de Educação da Unicamp em que foi proposta a utilização dos indicadores para planejar uma atividade com a lousa digital, que desenvolvesse e/ou fortalecesse um dos Estilos de Aprendizagem (ativo, reflexivo, teórico ou pragmático). Após a utilização dos indicadores em uma atividade prática, os participantes da pesquisa responderam um questionário para avaliar a clareza; coerência; consistência; relevância; e efetividade dos mesmos. Ao realizar a análise quantitativa dos resultados, concluiu-se que houve uma grande aceitação dos indicadores da linguagem digital interativa para a elaboração das práticas pedagógicas com a lousa digital / Abstract: The purpose of this work is to systematize pedagogical indicators in order to help students and teachers in the use of the interactive language present in the digital board. To accomplish this goal, we first conducted a bibliographic research studying papers in the following subjects: information and communication technology; education and technologies; multimedia resources; interactivity; and digital board. We systematize five pedagogical indicators of the digital interactive language: interactivity; flexibility/multilinearity; connectivity; quality of the information and content; and the convergence of languages. The research included two groups of students from the Pedagogy Course of the Education Faculty of Unicamp in which we proposed the use of those indicators in order to plan na activity to the students using the digital board to consolidate one of the four Learning Styles (active, reflexive, theoretical or pragmatic). The students used the indicators in a practical activity, and after that they answered a questionnaire to evaluate its clarity; coherence; consistency; relevance; and effectiveness. We analyzed the results quantitatively and concluded that the students showed great acceptance of the indicators of the interactive digital language in the elaboration of pedagogical practices using the digital board / Mestrado / Educação, Ciencia e Tecnologia / Mestre em Educação

Orientador: Inês Signorini / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-27T17:48:40Z (GMT). No. of bitstreams: 1 Grande_GabrielaClaudino_M.pdf: 4904649 bytes, checksum: 6bb1c9239b50e75e0b15c8ff1dbac9a5 (MD5) Previous issue date: 2015 / Resumo: Esta dissertação de mestrado tem como principais objetivos identificar e descrever usos e também possibilidades de uso da Lousa Digital Interativa (LDI) por um professor de inglês do ensino terciário no interior do estado de São Paulo. Esta pesquisa é caracterizada pelo percurso investigativo estudo de caso. A análise focaliza um corpus gerado a partir de observações em sala de aula de base etnográfica em que foram focalizados os usos da LDI por um professor de língua bastante familiarizado com a utilização do computador em sala de aula. A geração de registros ocorreu ao longo de 6 meses (de junho a novembro), no ano de 2012. A partir de uma análise minuciosa das 20 aulas vídeo-gravadas, busquei sistematizar COMO, POR QUE e COM QUAL FINALIDADE a LDI era utilizada. Com base nas práticas do professor observado, me amparei em dispositivos analíticos que me ajudaram a avaliar e sistematizar os modos a partir dos quais se dá a incorporação de artefatos tecnológicos. Para tal, comparei características das fases de incorporação de uso da LDI propostas por Betcher e Lee (2009) aos usos feitos pelo professor aqui focalizado. Além disso, as dinâmicas interacionais e abordagens dialógicas de ensino e, em especial, a interatividade presente em sala de aula foram investigadas. Para isso, me amparei na classificação de tipos de interatividade (nula, autoritária, dialética, dialógica e sinergética) propostas por Beauchamp e Kennewell (2010) e no ensino dialógico proposto por Alexander (2006). A noção de agentividade e a teoria crítica da tecnologia, que considera o contexto social e histórico no qual as tecnologias estão inseridas, foram igualmente importantes no embasamento teórico da pesquisa. Como resultado, pude observar que o professor participante transita entre as fases, com predominância da fase 2, de incorporação da tecnologia propostas na literatura e que há uma sobreposição de práticas, sugerindo que, no contexto investigado, o termo "fases", que prevê a evolução da prática a partir de etapas, não pode ser observado. No tocante à interatividade, detectei que, na interação professor-aprendiz-LDI, a visão instrumentalista de interatividade, que prevê o clique do mouse ou de um botão do teclado, não necessariamente impacta decisões que são tomadas com relação aos rumos da aula e aos caminhos que serão percorridos com o uso do recurso tecnológico. Ao contrário, tais decisões estão embasadas em processos de interação e diálogo que ocorrem durante as aulas por meio da "interatividade dialógica" e a abordagem dialógica de ensino. Esses processos de interação parecem dar voz a docente e aprendizes, ainda que boa parte do controle esteja nas mãos do professor. A partir desta pesquisa, espero contribuir para a reflexão de professores de língua, que utilizam a LDI, quanto à sua prática de sala de aula em um contexto sócio-histórico que tem exigido a inclusão das tecnologias de informação e comunicação (TICs) às atividades de ensino e aprendizagem de línguas / Abstract: This dissertation has as primary objectives to identify and to describe some of the uses and possibilities of the Interactive Whiteboard (IWB) by an English teacher of the tertiary education in a countryside city in the state of São Paulo. This research is characterized by an investigative case study. The analysis focuses on a corpus generated from ethnographic observations in a classroom that uses an IWB by a language teacher who is quite familiar with the use of computers in the focused classroom. The generation of records happened throughout six months (from June to November) in the year 2012. From the detailed analysis of 20 video-recorded lessons, I systematized HOW, WHY and FOR WHAT PURPOSES the IWB was used. Based on the observed teacher¿s practices, analytical instruments were required in order to evaluate and systematize how the incorporation of technological artifacts occurred. To this end, I compared characteristics of the IWB usage with the phases of incorporation of the electronic whiteboard proposed by Betcher and Lee (2009). In addition, I was also concerned with interactional dynamics and in particular, the interactivity and dialogic approach in the classroom. In order to analyze that, I used the classification of types of interactivity (null, authoritarian, dialectical, dialogic and synergistic) proposed by Beauchamp and Kennewell (2010) and the dialogic approach proposed by Alexander (2006). The notion of agentivity and the critical theory of technology that considers the social and historical contexts, in which the technologies are inserted, are equally important to theoretically support this investigation. As a result, I observed that the participant teacher uses the IWB throughout the phases of technology incorporation as proposed by the literature and there is an overlap of practices, suggesting that, in the investigated context, the term "phase", which implies the evolution of the practice from the phases, with emphasis to phase 2, cannot be observed in our research context. Regarding interactivity, the instrumentalist view of interactivity during the teacher-learner-IWB interaction (in which the focus is on `going up to the front¿ and manipulating elements on the board or using the keyboard/mouse) does not necessarily impact decisions made according to the direction of the lesson and the paths that will be covered during the use of the IWB. Opposite to it, these decisions are based on processes of interaction and on dialogue that occur anchored by the IWB, with emphasis to the dialogic interactivity and approach. These interaction processes grounded in a dialogic teaching approach seem to give voice to the teacher and learners, although much of the control is on the teacher¿s hands. I hope to contribute to the reflection of language teachers who use the IWB as to their classroom practice in a socio-historical context that has required the inclusion of information and communication technologies (ICT) to teaching and learning languages / Mestrado / Linguagem e Educação / Mestra em Linguística Aplicada

The subject of this thesis was creating of teaching material for an interactive whiteboard using ActivInspire program. The material was created in a form of interactive presentations designed to be used in chemistry lessons at secondary schools. The theme of these presentations was the 15th group of the periodic table of elements. The thesis also includes a description of the way the presentations were made and instructions for teachers how to work with them.

The thesis examines the use of the interactive whiteboard in the lower primary schools since the interactive whiteboard is a commonly used teaching aid nowadays. Based on references to literature and an empirical study, the thesis aims to describe the various possibilities of the efficient usage of the interactive whiteboard in education. The theoretical part opens with the description of information and communication technologies in general and the usage of the interactive whiteboard in the classroom. It focuses on its advantages and disadvantages, lists examples of its features available, and closes with an illustration of interactive teaching. It also introduces SMART Notebook collaborative learning software and describes its features. The empirical part employs both the quantitative and the qualitative research. The quantitative part is based on a questionnaire aimed at teachers at lower primary schools and investigates how the teachers use the interactive whiteboard in their classrooms. The qualitative part is devoted to a set of interactive materials designed for the subjects Czech language and Maths, which were subsequently tested in the third grade of a lower primary school.

The main goal of the diploma thesis "Content and Language Integrated Learning with ICT using the Interactive Whiteboard" is to provide a comprehensible assessment of the potential benefits of employing CLIL during ICT lessons. The thesis focuses on the recent history of CLIL and its roots as well as the official support it receives from the European Union. This work also takes a look at the advantages CLIL has to offer and why anybody should consider using it. This work goes on to suggest some basic questions a teacher should ask him/herself when considering whether to employ CLIL or not. The Practical Part is focused on creating a series of activities that may serve as an example of using CLIL during ICT lessons while making use of the Interactive Whiteboard, one of the new tools that is available to an increasing number of schools. The Practical Part also includes sample files to be opened on the Interactive Whiteboard, the age range of learners for whom the activity is intended, their learning context, aims and expected learning outcomes for each activity as well as the kinds of tasks included in each activity and the expected problems. Key Words: CLIL, Content and Language Integrated Learning, ICT, Information and Communication Technology, IWB, Interactive Whiteboard, second language,...

1 Abstract The subject of this thesis was creating of teaching material for an interactive whiteboard using the SMART Notebook program. The material was created in form of interactive presentations designed to be used in chemistry lessons at secondary schools. The unifying theme of presentations was the 14th group of the periodic table of elements. The thesis also includes a description of the way the presentations were made and instructions for teachers how to work with them. It also introduces some advantages and disadvantages of working with the SMART Notebook software. Key words: Interactive whiteboard, SMART Notebook, group 14 of the periodic table of elements, presentations, carbon, silicon, tin, lead, germanium

Ce projet de recherche doctorale vise à explorer une intégration réfléchie des TICE, en particulier le tableau numérique interactif (TNI) et la tablette tactile, pour l’enseignement-apprentissage de l’anglais langue étrangère dans le paradigme de l’approche actionnelle, recommandée par le ministère de l’Éducation nationale. Notre étude prend appui sur une recherche compréhensive,instituée en tant que projet pilote, suivie d’une recherche-action collaborative. Dans le cadre de cette seconde recherche, quatre expérimentations ont été menées avec quatre professeurs exerçant dans des classes d’anglais : deux à l’école élémentaire (CE2 et CM1-CM2), une au collège (3ème) et une au lycée (Terminale). Cette étude cherche à comprendre comment certains outils interactifs peuvent apporter une plus-value en classe de langue aujourd’hui et s’ils sont compatibles avec une approche actionnelle de l’enseignement de l’anglais. Cette synergie entre approche et outils semble s’opérer et permettre de renforcer chez les apprenants l’engagement cognitif dans des tâches plus authentiques,la collaboration entre pairs, l’autonomie et la motivation. Les enseignants ainsi impliqués dans un processus de recherche-action collaborative s’initient à la recherche, conscientisent leurs compétences technopédagogiques et adoptent une posture réflexive sur leurs propres pratiques d’enseignement, dans un objectif de développement professionnel. / This doctoral research explores the integration of classroom technologies, particularly the interactivewhiteboard (IWB) and the tablet, in the English as a foreign language (EFL) classroom in task-basedteaching practice, in accordance with Ministry of Education guidelines. Following a pilot studytaking a global approach to classroom research, the main study examines empirical data collected inaction research projects involving four teachers in two primary school classes (8-9 year-olds and 9-11 year-olds) and two secondary classes (14-15 year-olds and 17-18 year-olds). The goal of the studyis to understand the pedagogical affordances of interactive tools for EFL teaching, to consider theircompatibility with task-based teaching and to determine what added value they may contribute tolanguage teaching and learning. Findings suggest a synergetic relationship between interactivetechnologies and task-based language teaching which improves learners’ cognitive engagement inactivities, fosters social and collaborative learning, and also promotes independent learning, taskauthenticity and L2 motivation. Benefits to the participating teachers include an introduction tocollaborative action research, the consolidation of their technopedagogical skills, and the adoption ofa reflective posture towards their own teaching practices, all of which hold promise for continuingprofessional development.