The Thesis "Videosequences and their use in teaching physics at the elementary school" provides a basic understanding of the issue of the use of audiovisual technology in an environment at the elementary school, focusing on the integration of video in teaching physics at the second stage. It describes the possibilities of video sources on the Internet and instructions for their preparation and to their own creation. The Thesis is also based on practical experiences that means the inclusion of specific movies in two selected topics in teaching physics.

My dissertation is mainly focused on work sheets created in Smart notebook 10 which are intended for the third-grade pupils of primary school. At the beginning I am dealing with the didactic part of chosen curriculum in material which was made by me. Futhermore I am comparing available mathematic schoolbooks which are intended for the third grade. The main part contains methodical manual for users of the working sheets which were created in Smart Notebook 10. It is mainly focused on the operation, the usage and the right method of working out the particular tasks. In conclusion of my dissertation I am summarizing my conclusions of hours and I am evaluating my experience gained from teaching at the primary school during which I used the chosen working sheets.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / This paper investigates the potential of Interactive Digital Whiteboards (LDI) installed in schools Municipal Public Network Aracaju Teaching (RPMEA), in order to find the process of using this Digital Technology of Information and Communication by teaching professionals in schools of elementary school. The research is based on survey of the technical and operational characteristics of the Interactive Digital Whiteboard, Epson models BrightLink® 450 / 455Wi, as a support tool for teaching and learning in the classroom; in the study of genealogy of the classroom as a social environment meanings of the education process; the significance and interdependence between culture and education and the presentation of the transformation of mass culture to the culture of digital media to the cyberculture, as new paradigm of experiences and subjectivities in conflict with the traditional model of school education, to identify and analyze which are the variables that make it difficult and contribute to the disuse of LDI in Elementary Education Municipal Schools in RPMEA, investigated between March 2012 and December 2014. The research methodology as the goal is exploratory and explanatory, of quantitative and qualitative approach, the nature of documentary sources and field raised at the headquarters of SEMED and five RPMEA schools selected, using the systematic gathering of technical data through observation, benchmarking and textual and photographic records of installation conditions and the LDI the technical support of networks and the associated infrastructure, s well as semi-structured interviews with professionals crowded in administration, technical and pedagogical support of SEMED and school units RPMEA. The analysis of the sources followed the line of the hypothesis, which was confirmed with the execution of the defined goals, allowing conclusive answer to the research problem that the variables that hinder the implementation of objectives of LDI and introduction of the Digital Media Culture in RPMEA are the result of the contradictions between the political and educational aspirations of the SEMED education planning, requirements made available for infrastructure and technical support in EMEF and the inconsistency of the training program for teaching professionals. / Este trabalho busca investigar as potencialidades das Lousas Digitais Interativas (LDI) instaladas em escolas da Rede Pública Municipal de Ensino de Aracaju (RPMEA), com o objetivo de pesquisar o processo de utilização dessa Tecnologia Digital de Informação e Comunicação pelos profissionais do magistério nas escolas do Ensino Fundamental. A pesquisa fundamenta-se no levantamento das características técnico-operacionais da Lousa Digital Interativa, modelos Epson BrightLink® 450/455Wi, como ferramenta de apoio aos processos de ensino e aprendizagem na sala de aula; no estudo da genealogia da sala de aula como ambiente social de significados do processo de educação; na significação e na interdependência entre cultura e educação e na apresentação da transformação da cultura de massas para a cultura das mídias digitais até a cibercultura, como novo paradigma de experiências e subjetividades em conflito com o modelo tradicional da educação escolar, para identificar e analisar quais são as variáveis que dificultam e que contribuem para o desuso da LDI nas Escolas Municipais de Ensino Fundamental da RPMEA, investigadas entre março de 2012 e dezembro de 2014. A metodologia de pesquisa utilizada quanto ao objetivo é exploratório-explicativa, de abordagem quanti-qualitativa, de natureza das fontes documental e de campo levantadas na sede da SEMED e em cinco escolas da RPMEA selecionadas, utilizando-se das técnicas de coleta sistemática de dados através de observações, análises comparativas e registros textuais e fotográficos das condições de instalação da LDI e das redes de suporte técnico e da infraestrutura correspondentes, bem como de entrevistas semi-estruturadas com profissionais lotados na administração, no suporte técnico-pedagógico da SEMED e nas unidades escolares da RPMEA. A análise das fontes seguiu a linha da hipótese proposta, a qual foi confirmada com a execução dos objetivos definidos, permitindo a resposta conclusiva ao problema de pesquisa de que as variáveis que dificultam os objetivos de operacionalização da LDI e de introdução da Cultura das Mídias Digitais na RPMEA são resultantes das contradições entre as aspirações político-pedagógicas do planejamento do ensino da SEMED, os requisitos disponibilizados para a infraestrutura e o suporte técnico nas EMEF e a inconsistência do programa de formação dos profissionais do magistério.

Thesis entitled Modernization of initial reading and writing in the 1st grade primary school using the methods RWCT and the interactive whiteboard in the theoretical section summarizes current concepts of teaching reading and writing, as well as defining new procedures, their use and benefit in teaching reading and writing. The practical part examines the applied methods and compares achievements of students attending the first class of primary school. Followed by a questionnaire survey of information, knowledge and experience with these methods for educators of 1st grade primary school.

His master's thesis I've divided into three parts, theoretical, practical and empirical. The theoretical part deals with the teaching of geography, educational technology and teaching aids, museum pedagogy, individual educational specificities of schools and museums and how should cooperation look like, what role in it plays the personality of the museum educator and what it is for a school and a museum benefit. And last but not least the literature, which is in my opinion an important element in the teaching of geography. In the practical part, I have described a realization of a project in which it is used didactic technology, a collaboration with the museum and work with literature. The empirical part is focused on research in basic schools in the field of educational technology. The key concepts on which the research is based, such as: modern didactic techniques, working with modern educational technology, the perception of educational technology as a means to the realization of the teaching.

The aim of this diploma thesis is mapping options of the use of the interactive whiteboard in the introductory part of Literature lesson called the evocation, based on formulated findings of needs and interests of the prepubescent reader summarized in the theoretical part. The practical part consists in comparison of teaching with and without the use of the interactive whiteboard, while the lesson plans are conceived in E-U-R model. The undertaken research shows that work with the interactive whiteboard in Literary lessons increase pupils'motivation to predict, makes modelling of reading literacy methods easier, improve vizualization of problematic places in the text and offers unconventional effective way of sharing pupils'ideas and artefacts. The benefit of this work is finding effective ways of the use of the interactive whiteboard in Literature lessons especially in the evocation part of lesson.

La tesi que es presenta és un estudi de cas del procés d'incorporació pedagògica de les tecnologies de la informació i comunicació, específicament de la pissarra digital interactiva a l'aula. La mostra està constituïda per docents de 14 centres d'infantil i primària de Catalunya, que van rebre formació i assessorament pel Centre de Tecnologies Ituarte.Els tres objectius principals del nostre treball són: analitzar i avaluar aquest procés de formació a través del Model Eduticom; explorar i descriure l'ús que els docents donen a les pissarres digitals interactives en la dinàmica educativa en les seves aules; i finalment, dissenyar un model de formació i assessorament continuat del professorat que tingui en compte un procés de seguiment, suport i sostenibilitat de la innovació educativa amb suport de les tecnologies.Des d'un disseny multiparadigmàtic s'aborda aquesta investigació amb un mètode qualitatiu i quantitatiu. Els resultats subratllen la satisfacció dels mestres pel model de formació rebuda, l'adaptació del model a les seves necessitats com a professors d'aula, els canvis en els aspectes metodològics i didàctics que l'ús dels PDI en l'aula els ha imposat; i finalment, la importància d'una adequada infraestructura, gestió dels recursos i destinació d'un horari no lectiu, per a la pràctica i implementació de la innovació educativa amb ús de tecnologia. / La tesis que se presenta es un estudio del caso del proceso de incorporación pedagógica de las tecnologías de la información y comunicación, específicamente de la pizarra digital interactiva en el aula. La muestra se constituye por docentes de 14 centros de infantil y primaria de Cataluña, quienes recibieron formación y asesoramiento por el Centro de Tecnologías Ituarte.Los tres objetivos principales de nuestro trabajo son: analizar y evaluar este proceso de formación a través del Modelo Eduticom; explorar y describir el uso que los docentes dan a las PDI en la dinámica educativa en sus salas de clases; y finalmente, diseñar un modelo de formación y asesoramiento continuado del profesorado que contemple un proceso de seguimiento, apoyo y sostenibilidad de la innovación educativa con soporte de las tecnologías.Desde un diseño multiparadigmático se aborda esta investigación con un método cualitativo y cuantitativo. Los resultados subrayan la satisfacción de los maestros por el modelo de formación recibido, la adaptación del modelo a sus necesidades como profesores de aula, los cambios en los aspectos metodológicos y didácticos que el uso de la PDI en el aula les ha impuesto; y finalmente, la importancia de una adecuada infraestructura, gestión de los recursos y destinación de un horario no lectivo, para la práctica e implementación de la innovación educativa con uso de tecnología. / This thesis presents a case study focused on the educational process about the information and communication technologies integration, specifically the interactive whiteboard incorporation. The research has a sample of 14 kindergarden and primary schools in Catalonia, who received training and advice from Ituarte Technology Center.The study raises three main objectives: first is to analyze and evaluate the training process through the "Eduticom Model"; second is to explore and describe the teachers' use of interactive whiteboards in the classrooms dynamics; and finally, to design a model of teacher training and continued advice that includes a process monitoring, empowerment and sustainability of educational innovation with ICT support.The research has a qualitative and quantitative method in a multiparadigmatic design. The results underline the teachers satisfaction around the training model received; the model adaptation to the classroom teachers needs; methodological changes have occur in teaching with the interactive whiteboard use in the classroom; finally results have shown the importance of an adequate infrastructure, resources management and the destination of non-lecture hours for the practice of educational innovation in technology.

This research addresses the appropriation of Digital Interactive Whiteboards (DIW) as a pedagogical teaching device at the Federal Institute of Sergipe - IFS/Campus Estância, analyzing the use of this technology by teachers. The methodology applied here follows the tenets of descriptive case study research which is intended to identify the existence of a given situation, its causes, and if there is a relationship between the observed situation and the theory proposed. Data collection was carried out through document analysis, semi-structured interviews, and a questionnaire sent by e-mail to all the teachers who tutor in Subsequent and Integrated professional courses and in undergraduate courses; such tools guided the methodological investigation of this work. This research is centered in the field of education, more specifically, in the educative technological area and has as its analytical reference the field of Interactive Digital Media. Interest in this research lies on the importance of studies which confirm the relevance of this type of device and on the need for reflection on its use to avoid its partial or ineffective application by teachers and other teaching professionals. Findings suggest that when trying to incorporate new media and new technologies into their classes, most teachers have made adaptations or even ignored the DIW. I found out that training teachers to use innovative technologies in educational institutions is necessary as training offers them chances to experience and theorize the field. In addition, I suggest reviewing the political-pedagogical planning to integrate professional training in order to enrich pedagogical practices with the use of interactive digital technologies. / Esta pesquisa buscou compreender como tem se dado o processo de apropriação da Lousa Digital Interativa (LDI) como dispositivo didático pedagógico no Instituto Federal de Sergipe – IFS/Campus Estância, tendo como objetivo de pesquisa analisar o processo de utilização dessa Tecnologia Digital pelos professores(as). A metodologia de pesquisa está pautada na modalidade Estudo de Caso, descritiva, a qual se destina a identificar a existência de uma determinada situação, suas causas e se existe relação entre a situação e a teoria proposta. A coleta de dados ocorreu por meio de análise documental, entrevistas semi-estrturadas, e questionário enviado por e-mail para todos os professores que ministram aulas nas modalidades Subsequentes, Integrados e Superior e, portanto, nortearam as análises do trabalho como instrumentos metodológicos de investigação. Esta investigação está centrada no campo da Educação, mais especificamente, na área tecnologia educativa tendo como referência de análise o campo das Culturas das Mídias Digitais Interativas. O interesse por esta investigação se dá pela importância de estudos que confirmam a relevância desse tipo de recurso, necessitando de reflexão para compreender usos parciais ou ineficazes dessa tecnologia digital junto aos profissionais de educação. O que se percebe é que na tentativa de incorporar as novas formas de ensinar usando as mídias e as tecnologias, a maioria dos professores têm feito adaptações reducionistas ou até mesmo ignorado esses dispositivos. Nesse sentido, verifiquei que é necessária a constituição de processos de formação docente para o uso das tecnologias digitais interativas nas Instituições de ensino, através das experiências e teorização do campo. Ainda, sugiro revisão do planejamento políticopedagógico integrando programas de qualificação profissional para potencializar práticas pedagógicas com uso de tecnológicas digitais interativas.

Studies have shown elementary teachers may not be well prepared to use technology in their classrooms. This study examines one elementary teacher’s feelings of technology self-efficacy (TSE), needs and pedagogical strategies when using the interactive whiteboard (IWB) to teach elementary science. It employed a single case study design, where the researcher and participant worked together during supportive professional development (PD) sessions. Data sources are twelve PD sessions, the Computer Technology Integration Survey (adapted for IWB use in the classroom), and two interviews, three in-class observations of IWB science lessons, and three lesson debriefs. Descriptive and thematic analysis show the participant’s TSE was positively influenced by the PD. Five factors were determined to influence TSE: the participant’s level of interest, attitude, experience with technology, student assistance, and familiarity with the setting. Teacher, contextual and IWB- level needs were explained. Pedagogical strategies for technology use based on interactive IWB features are also discussed. Findings could contribute to current trends in teacher PD, continuing education, and preservice teaching programs related to science teaching. / Plusieurs enseignants ne sont pas bien préparés pour utiliser la technologie en classe. En particulier, le tableau blanc interactif (TBI) n’est pas utilisé de façon optimale par les enseignants lorsqu’ils enseignent les sciences et la technologie à l’élémentaire. Cette thèse présente l’étude de cas unique d’une enseignante de l’élémentaire ayant cheminé dans un processus de développement professionnel (DP) pour l’aider à intégrer le TBI en sciences et technologie. Douze sessions de DP, un questionnaire sur l’efficacité avec le TBI (CTIS adapté), deux entrevues, trois sessions d’observation en classe et trois discussions sur les leçons constituent les sources de données. La participante est devenue plus confiante pour utiliser le TBI suite au DP. Elle a rehaussé son sentiment d’autoefficacité et accru son intérêt et sa connaissance du TBI. Elle a acquis des compétences techniques et une connaissance des contenus d’enseignement adaptés au TBI, bien que plusieurs besoins perdurent. Certaines stratégies pédagogiques avec le TBI expérimentées en classe par l’enseignante sont discutées. Cette thèse peut contribuer à fournir des pistes pour aider les enseignants au primaire à mieux intégrer le TBI en sciences et technologie, que ce soit lors de leur formation initiale à l’enseignement ou en cours d’emploi.

An increasing number of university freshmen has been observable in absolute number as well as percentage of population over the last decade. However, at the same time the drop-out rate has increased significantly. While a drop in attendance could be observed at the same time, statistics show that young professionals consider only roughly thirty percent of their qualification to originate in their university education. Taking this into consideration with the before mentioned, one conclusion could be that students fail to see the importance of fundamental classes and choose to seek knowledge elsewhere, for example in free online courses. However, the so acquired knowledge is a non-attributable qualification. One solution to this problem must be to make on-site activities more attractive. A promising approach for raised attractiveness would be to support students in self-regulated learning processes, making them experience importance and value of own decisions based on realistic self-assessment and self-evaluation. At the same time, strict ex-cathedra teaching should be replaced by interactive forms of education, ideally activating on a meta-cognitive level. Particularly, as many students bring mobile communication devices into classes, this promising approach could be extended by utilising these mobile devices as second screens. That way, enhanced learning experiences can be provided. The basic idea is simple, namely to contribute to psychological concepts with the means of computer science. An example for this idea are audience response systems. There has been numerous research into these and related approaches for university readings, but other forms of education have not been sufficiently considered, for example tutorials. This technological aspect can be combined with recent didactics research and concepts like peer instruction or visible learning. Therefore, this dissertation presents an experimental approach at providing existing IT solutions for on-site tutorials, specifically tools for audience responses, evaluations, learning demand assessments, peer discussion, and virtual interactive whiteboards. These tools are provided under observation of anonymity and cognisant incidental utilisation. They provide insight into students\' motivation to attend classes, their motivation to utilise tools, and into their tool utilisation itself. Experimental findings are combined into an extensible system concept consisting of three major tool classes: anonymous peer discussion means, anonymous control facilities, and learning demand assessment. With the exception of the latter, promising findings in context of tutorials are presented, for example the reduction of audience response systems to an emergency brake, the versatility of (peer) discussion systems, or a demand for retroactive deanonymisation of contributions. The overall positive impact of tool utilisation on motivation to attend and perceived value of tutorials is discussed and supplemented by a positive impact on the final exams\' outcomes. / Über die vergangene Dekade ist eine zunehmende Zahl Studienanfänger beobachtbar, sowohl in der absoluten Anzahl, als auch im Bevölkerungsanteil. Demgegenüber steht aber eine überproportional hohe Steigerung der Abbruchquote. Während gleichzeitig die Anwesenheit in universitären Lehrveranstaltungen sinkt, zeigen Statistiken, dass nur etwa ein Drittel der Berufseinsteiger die Grundlagen ihrer Qualifikation im Studium sieht. Daraus könnte man ableiten, dass Studierende den Wert und die Bedeutung universitärer Ausbildung unterschätzen und stattdessen Wissen in anderen Quellen suchen, beispielsweise unentgeltlichen Online-Angeboten. Das auf diese Art angeeignete Wissen stellt aber eine formell nicht nachweise Qualifikation dar. Ein Weg aus diesem Dilemma muss die Steigerung der Attraktivität der universitären Lehrveranstaltungen sein. Ein vielversprechender Ansatz ist die Unterstützung der Studierenden im selbst-regulierten Lernen, wodurch sie die Wichtigkeit und den Wert eigener Entscheidung(sfindungsprozesse) auf Basis realistischer Selbsteinschätzung und Selbstevaluation erlernen. Gleichzeitig sollte Frontalunterricht durch interaktive Lehrformen ersetzt werden, idealerweise durch Aktivierung auf meta-kognitiver Ebene. Dies ist vielversprechend insbesondere, weil viele Studierende ihre eigenen mobilen Endgeräte in Lehrveranstaltungen bringen. Diese Geräte können als Second Screen für die neuen Lehrkonzepte verwendet werden. Auf diese Art kann dann eine verbesserte Lernerfahrung vermittelt werden. Die Grundidee ist simpel, nämlich in der Psychologie bewährte Didaktik-Konzepte durch die Mittel der Informatik zu unterstützen. Ein Beispiel dafür sind Audience Response Systeme, die hinlänglich im Rahmen von Vorlesungen untersucht worden sind. Andere Lehrformen wurden dabei jedoch unzureichend berücksichtigt, beispielsweise Tutorien. Ähnliche Überlegungen gelten natürlich auch für bewährte didaktische Konzepte wie Peer Instruction oder Betrachtungen in Form von Visible Learning. Deshalb präsentiert diese Dissertation einen experimentellen Ansatz, informationstechnische Lösungen für vor-Ort-Übungen anzubieten, nämlich Werkzeuge für Audience Response Systeme, Evaluationen, Lernbedarfsermittlung, Peer Discussion, sowie virtuelle interaktive Whiteboards. Die genannten Werkzeuge wurden unter Beachtung von Anonymitäts- und Beiläufigkeitsaspekten bereitgestellt. Sie erlauben einen Einblick in die Motivation der Studierenden Tutorien zu besuchen und die Werkzeuge zu nutzen, sowie ihr Nutzungsverhalten selbst. Die experimentellen Ergebnisse werden in ein erweiterbares Systemkonzept kombiniert, das drei Werkzeugklassen unterstützt: anonyme Peer Discussion, anonyme Kontrollwerkzeuge und Lernbedarfsermittlung. Für die ersten beiden Klassen liegen vielversprechende Ergebnisse vor, beispielsweise die notwendige Reduktion des Audience Response Systems auf eine Art Notbremse, die Vielseitigkeit von (Peer-)Discussion-Systemen, oder aber auch der Bedarf für eine retroaktive Deanonymisierung von initial anonymen Beiträgen. Der allgemein positive Einfluss der Werkzeugnutzung auf die Motivation an Tutorien teilzunehmen sowie den wahrgenommenen Wert der Tutorien werden abschließend diskutiert und durch verbesserte Abschlussklausurergebnisse untermauert.