Thesis (Ph. D.)--University of Wisconsin--Madison, 2003. / Includes bibliographical references (leaves 156-182). Also available on the Internet.

Thesis (Ph. D.)--University of Wisconsin--Madison, 2003. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 156-182).

The blog provides the place of communication and sharing with the elementary school student teachers who practice teaching at diffinent schools. Using the blog to compose practice process provides the practice- guide organization with practice teachers' another guide channel.The researcher wants to understand how student teachers use the blogs. This study aims to explore the process and the impact of the use of blogs by 10 student teachers on' self-presentation and the internet learning community during one year student teaching practicum. Thus, the purposed of this study are: 1) to observe the self-presentation of blog use in the progress of student teaching, 2) to explore the culture of the internet learning community formed from the blogs of elementary school practice teachers, and 3) to explore the impact of blog writing on the self-presentation and the internet learning community for student teachers. This study uses qualitative research methods, including non-participant observation, interviews, and documentary reviews. After careful examination and analysis of the data collected, the following conclusions are reached: 1. The issue of trust and privacy of public blogs remains a challenge for the use of blogging in education. 2. Blogging helps to generate self-reflection. 3 . The main activity on the blog by the student teachers is journal writing instead of interacting with other student teacher peers. 4. The culture of the internet learning community in the blog environments for the participating student teachers is formal and serious. 5. Student teaching weblogs are not only a "performance stage" but also a "supportive community". The conclusions of this study would be served as suggestions and references for follow-up research. The suggested of this study are: 1) compare the student teacher use paper with blog to write daily record.2) the public of blog have the influence of student teachers.3) which is the factor obstructed student teacher interaction the discussion.

"2008". / Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2009. / Bibliography: p. 268-283. / Introduction -- Review of the literature -- Methods and procedures -- Pre-intervention qualitative data analysis & discussion of findings -- Intervention -- Post-intervention qualitative data analysis & discussions of findings -- Post-intervention quantitative data analysis & discussions of findings -- Conclusions. / Problem-based learning (PBL) is an instructional approach that is organized around the investigation and resolution of problems. Problems are neither uniform nor similar. Jonassen (1998, 2000) in his design theory of problem solving has categorized problems into two broad types - well-structured and ill-structured. He has also described a host of mediating skills that impact problem solving outcomes. However, this list of skills is not exhaustive and in view of the utility of the Internet as an informational repository, this study examined the need for effective information searching skills to be included in this list. -- This study was aimed at studying how students solve well and ill structured problems and how different Internet information seeking strategies can be used to engage in problem solving. This study devised and empirically tested the efficacy of an interventionist conceptual model that maps the application of different information seeking techniques to successfully resolving well and ill structured problem types. The intervention helps to better understand the influence of information searching skills on problem solving performance and the various problem solving strategies students can adopt in approaching problem solving. The contrasting patterns of navigational path movements taken by students in seeking information to resolve ill and well structured problems were also investigated. -- A mixed methodology research design, involving a mix of quantitative and qualitative approaches was used in this study. The research site was a polytechnic in Singapore that has implemented problem-based learning in its curriculum design. A first year class of 25 students were the sample population who participated in this study. Six problems from the curriculum were chosen for this study - three well-structured and another three ill-structured problems. -- The research findings of this study inform that information searching skills indeed play an important role in problem solving. The findings affirm the need for students to be systematically instructed in the skills of information searching to be aware of the complexities involved in information seeking and accomplish desired problem solving goals. This study has also shown that well and ill structured problems demand different cognitive and information seeking capabilities. Well-structured problems are easily solved and come with singular correct answers. The information searching necessary for solving well-structured problems is constrained and readily manageable. Thus, students only have to be acquainted with fundamental information searching skills to solve well-structured problems. On the other hand, ill-structured problems are messy and contain a number of unknown elements. There are no easy prototypic solutions. Subsequently, the information needs of ill-structured problems are usually complex, multi-disciplinary and expansive. Hence, students have to be trained to apply a more advanced set of information searching skills in resolving ill-structured problems. / Mode of access: World Wide Web. / xiv, 283 p. ill

Made available in DSpace on 2015-05-07T15:09:02Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1355952 bytes, checksum: 4940ed38e125ca6a7bf080d97533de3f (MD5) Previous issue date: 2013-08-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Considering the acquisition of knowledge as something that occurs throughout life, the present dissertation investigates the role of internet learning in teachers (planned or unplanned) continuing learning for the management of school violence. It does so to find out if knowledge acquired through internet helps teachers manage violence at school and, if so, how it helps. To answer these questions, we analyze the knowledge acquired by four public school teachers in the city of João Pessoa. They all participated in the program "Escola que Protege" during the year 2010. The research method was qualitative and the data were collected through semi-structured interviews. They were totally transcribed and analyzed from the perspective of discourse analysis (BARDIN, 1977) and in the light of the literature on computer-mediated education (PRIMO, 2003; LÉVY, 2007; LITTO; FORMIGA. 2009; CASTELLSs, 2010, etc.). We raised categories which allowed us to describe pedagogical practices and teachers continuous learning. The results show that the teachers use the internet almost daily, to socialize, to search for information, to plan lessons, and that knowledge is acquired through the use of the network. The participants consider computer mediated interaction necessary for their work, which requires constant study. The internet is used for different reasons, but its use is not necessarily directed to the acquisition of strategies to manage school violence; the participants see school violence as an outcome of their home education. This argument brought us to the understanding that participants are not strongly motivated to intervene and to manage conflicts and to learn strategies to tackle these phenomena. As a consequence of these findings, we recommend that teachers use the internet as a tool to interact, to find and to provide support by creating: virtual free instruments for continuing learning such as blogs, social networks and virtual forums, sites in which scientific and pedagogical information can be found, and spaces for the exchange of ideas. By doing so they would contribute to the increase of the knowledge and to the improvement of the training in school conflict management, even beyond their professional world. We also believe that it is possible and necessary to develop some social skills (especially those related to distant interaction and communication) that can give support to teachers in the task of teaching how to live in society. / Considerando o processo de aquisição do conhecimento como um algo que ocorre ao longo da vida, nesta dissertação investigamos a aprendizagem pela internet na formação docente continuada (planejada ou não) para a gestão da violência na escola, a fim de descobrir se os saberes adquiridos através da internet auxiliam docentes a gerir a violência na escola e, em caso positivo, como isso ocorre. Para obter respostas a tais questões, analisamos, à luz da revisão da literatura sobre a educação mediada por computador (PRIMO, 2003; LÉVY, 2007; LITTO; FORMIGA. 2009; CASTELLS, 2010, entre outros), os saberes adquiridos por quatro professoras da rede pública do município de João Pessoa, participantes do Programa Escola que Protege durante o ano de 2010. O método de pesquisa foi qualitativo, os dados foram coletados por entrevistas semiestruturadas, transcritos literalmente e submetidos a análise de enunciação (BARDIN, 1977). Na análise, levantamos categorias para descrição das práticas pedagógicas e da formação continuada das professoras. Os resultados apontaram que as docentes utilizam quase cotidianamente a internet, para relações sociais, buscas de informações, planejamento de aulas e novos aprendizados adquiridos pelo uso da rede. As participantes consideram ser a interação mediada por computador necessária para seu trabalho, que requer constante estudo e atualização dos acontecimentos diários. Evidenciou-se, assim, o uso da internet pelas professoras para diferentes finalidades, sem que, todavia, as aprendizagens fossem dirigidas à formação para a gestão da violência, haja vista as participantes conceberem que as causas da violência na escola estão na falta de educação doméstica. Esse argumento levou-nos a entender que, com essa concepção, provavelmente as participantes isentam-se da tarefa de intervir e, por consequência, estão menos motivadas a gerirem conflitos e a aprenderem habilidades relativas à gestão desses fenômenos entre os quais a violência. Tais resultados levaram-nos, nas considerações finais a recomendar, usando a internet como suporte e lugar de interação, a criação de instrumentos virtuais livres que concorram para a formação continuada, como blogspots, redes sociais e fóruns virtuais, sites em que informações científicas e pedagógicas, além de espaço para discussões, trocas e debates, possam circular, contribuindo para uma ainda incipiente e precária formação para a gestão dos conflitos na escola a partir do uso que, mesmo fora do mundo profissional, já é tão motivador. Pensamos também ser possível e necessário o desenvolvimento de algumas habilidades sociais (sobretudo as relativas à interação e à comunicação a distância) que deem suporte a docentes na tarefa de ensinar a conviver.

eLearning is rapidly spreading into the high school learning environment. This research attempts to find desirable and workable features of an eLearning resource that would sustain high school learning communities. The basis of the instrumental case study was the Cambridge International Examination course offered by an eLearning institution over a period of two and a half years. Data was gathered by means of various questionnaires, focus groups, interviews and quantitative analysis of computer log files of activity. Content analysis was performed by comparing research data with information (such as various eLearning models) obtained from the literature review. Similarities and differences were found in the way eLearning is used by high school learners and teachers versus university students and lecturers. Desirable and workable features were identified and the reasons for these explored. A number of suggestions are made that would contribute to sustaining eLearning for high school learners. / Thesis (DPhil)--University of Pretoria, 2008. / Information Science / unrestricted

Many development organisations are initiating programs in Sub-Saharan Africa bringing information technology to community centres, schools, universities, and government institutions. In the United States and more particularly Silicon Valley, California, people are convinced of the benefits of the Internet. An organisation started in this context, Schools Online, has initiated programs in over 31 countries and spent millions of dollars in the South. The study focuses on Schools Online's history, structure, and vision while researching its activities in a rural school in the town of Jinja, Uganda, in Sub-Saharan Africa. It is recommended that Schools Online listens and learns from its beneficiaries when planning an information technology project. / Development Studies / M. A. (Development Studies)

Many development organisations are initiating programs in Sub-Saharan Africa bringing information technology to community centres, schools, universities, and government institutions. In the United States and more particularly Silicon Valley, California, people are convinced of the benefits of the Internet. An organisation started in this context, Schools Online, has initiated programs in over 31 countries and spent millions of dollars in the South. The study focuses on Schools Online's history, structure, and vision while researching its activities in a rural school in the town of Jinja, Uganda, in Sub-Saharan Africa. It is recommended that Schools Online listens and learns from its beneficiaries when planning an information technology project. / Development Studies / M. A. (Development Studies)