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1
Laguda, W. B. "Electronic government, information communication technologies and social inclusion." Thesis, University of Salford, 2003. http://usir.salford.ac.uk/26767/.
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The UK's E-Government agenda was found on the principles of improving the quality of services offered to the public by Central and Local Government. This would be made possible through various national projects. Most notable were the use of Customer Relationship Management (CRM) and Community Informatics involving the use of public libraries and outreach workers. However there is growing fear on the emergence of inequalities between the information rich and information poor termed the 'digital divide'. This has prompted the subject of research - to explore the reality of e-government in reducing social exclusion. Both qualitative and quantitative research techniques are used to this end. Analysis is made on the use of CRM in 27 Local Authorities including a detailed case study at Newham Council and a public survey in Salford. Universal access and social inclusion is tackled through the analysis of public libraries in Salford offering ICT services. In addition the effects of free ICT courses organised by Salford City Council on a number of community groups was included in the survey. The findings confirm the widespread use of CRM and reveal a series of barriers to its success. These include a lack of skilled CRM staff, inefficiencies in channel management, high emphasis on technology, and low levels of ICT usage. Results from the public library survey also revealed some barriers. Inadequate staffing levels, inappropriate training, and lack of IT support were all identified. In addition the library failed to attract novices and new users. The evaluation of Community Informatics in Salford showed the problems faced by outreach workers. As well as providing some academic research in a field lacking representation in IS research (due largely to recent emergence), the thesis also contributes to E-Government practice by, highlighting issues often over looked in its implementation, addressing its failures, and providing some reasoning on the current situation.
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Evans, K. "Introducing information and communication technologies into marginalised neighbourhoods : an exploration of the digital divide." Thesis, University of Salford, 2002. http://usir.salford.ac.uk/14843/.
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This research explores the development of discourses of information society and the claims which have been made as to the transformative capacities of information and communication technologies (ICT) in particular. It explores the experiences of groups affiliated to two women's centres in the city of Salford, England. These centres, and associated groups, are situated within two economically disadvantaged areas which could be said to be peopled with "the information poor". The research argues that the enthusiasm with which technology has often been placed before such communities has been inspired by debates which have largely taken place at a high level of abstraction and generalisation and have not been grounded and connected to the needs of the residents of "real world", physically based localities. The importance of locality, of "situated knowledge", of networks built around trust and shared experience it suggests, have been largely disregarded and the global, the expert and disembodied community unconstrained by the limits imposed by place have been perceived as the most significant relationships in contemporary western societies. This has distorted perceptions of more traditional and locally-based, face-to-face interaction which has been considered limiting, insular and in many ways as looking backward rather than forward. From these perceptions have arisen a terminology which places responsibility for success or failure on the individual and the community (the digital underclass) and which suggests that a need for experts and professionals to enlighten and educate certain groups (the information poor) in order that they can be enabled and empowered in the new digital age. The research argues that this discourse, and the assumptions which lie behind it, have infused policy agendas around widening access to technology and informed many models which aim to introduce these technologies into such communities. The research concludes that there has been a disproportionate interest in technology and its powers to transform and a concomitant disregard of the human potential and abilities which enable technology to work and the personal and social relationships which will facilitate its use.
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NECYK, BARBARA JANE. "DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES USES AND MEANINGS IN THE CONTEXT OF DESIGN TEACHING AND LEARNING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21993@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>O nosso cotidiano é permeado pelo uso de tecnologias digitais de informação
e comunicação, fenômeno esse que também se insere no universo do ensino.
A atividade de ensino em Design absorveu uma série de recursos informatizados
nas últimas décadas. O reconhecimento de que o campo do Design possui um
caráter ideológico faz com que pensemos em formas de atuação dos designers
na sociedade. A presente pesquisa se situa na confluência da questão tecnológica,
aplicada ao ensino, com o caráter ideológico da atividade de Design. Com
o objetivo de contribuir para a ampliação das possibilidades de se entender as
formas de atuação dos designers na sociedade, este estudo faz um levantamento
das dimensões subjetivas das atividades de ensino-aprendizagem através da mediação
tecnológica. A pesquisa é perpassada pela pergunta que questiona em que
medida os professores de Design fazem uso de dimensões subjetivas advindas
do uso de tecnologias digitais. O contexto de observação de práticas de ensino
-aprendizagem foi constituído por algumas turmas de graduação em Design da
PUC-Rio, nas quais ocorre uma relação triádica entre professores, tecnologias
digitais e alunos. A pesquisa de campo está embasada nos princípios da pesquisa
qualitativa e da observação participante. A abordagem da Sociolinguística Interacional
é utilizada para a interpretação dos dados colhidos em campo. A questão
da subjetividade entendida como coletiva, polifônica e heterogênea – está fundamentada
em Guattari e permeia o estudo como um todo. Heidegger e Simondon
são autores que trazem conceitos basilares para o entendimento da relação
homem/técnica nesta pesquisa. Foi constatado, entre outras observações, que o
uso de tecnologias digitais de informação e comunicação no contexto pedagógico demonstrou ser uma força expressiva no campo do Design assim como uma representação
do próprio campo.<br>Our daily life is pervaded by the use of digital information and communication
technology, a fact that also takes place in the education arena. The design
teaching activity has absorbed a series of computerized resources in recent decades.
The recognition that the Design field has an ideological character makes
us think about how designers perform in society. This research is situated at the
intersection of technological issues as applied to education with the ideological
character of the design activity. Aiming at contributing to the understanding of
multiple possibilities of designers performance in society, this study raises the
subjective dimensions of the teaching and learning activities through technological
mediation. The question of the extent to which teachers make use of Design
subjective dimensions arising from the use of digital technologies permeates
the whole research. The teaching and learning practices observation took place
in Design undergraduate classes at PUC-Rio, in which a triadic relationship between
teachers, students and digital technologies happened. The field research
was based on the principles of qualitative research and participant observation.
The interactional sociolinguistics approach was also used in order to help the interpretation
process of collected data. The question of subjectivity – understood
as collective, polyphonic and heterogeneous – is based on Guattari and permeates
and underlies the whole study. In this research, Heidegger and Simondon
are authors who bring basic concepts for the understanding of the relationship
between man and technique. It has been verified, among other observations, that
the use of digital information and communication technology in the pedagogical
context proved to be a significant expression of the Design field as well as a representation of the field itself.
4
Prado, Paola. "Bridging Digital Poverty: Adoption of Information and Communication Technologies at Community Technology Centers in the Dominican Republic." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/289.
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Globalization and the rise of the Information Society pose many challenges to developing nations. In adherence to the Millennium Development Goal of digital inclusion, the government of the Dominican Republic established a national program of community technology centers, or telecenters, that aim to promote digital literacy among the poor. This study examined how these telecenters promote the adoption of information and communication technologies (ICTs) and tested whether perceived structural factors, individual motivation or demographics predict adoption. Results from a survey conducted in the rural villages of El Seybo, Navarrete, and Oviedo confirm that telecenter users learn how to use information and communication technologies as a resource for information about civic life, entertainment, and professional development. The study concludes that telecenters can succeed in decreasing digital poverty, provided issues of sustainability are addressed with consistent and continued government funding and support. The field of information and communication technologies for development (ICT4D) is in its infancy and has yet to develop strong methodological or theoretical standards. This study of ICT adoption and telecenter use in rural areas of the Caribbean contributes empirical evidence to the literature of this emerging discipline.
5
Bäckström, Tove. "Large digital screen as a corporate communication channel : Enhancing the dissemination of information, administration and interaction." Thesis, Umeå universitet, Institutionen för tillämpad fysik och elektronik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-144285.
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Public areas are more and more equipped with digital screens that are used to inform or promote a particular product. This is a way to communicate with the people on that area. The idea is to get people's attention, make them read and take in information and possibly buy the product that is marketed. This type of digital display is called digital signage and can also be used as an information channel of a company where information directed to employees and visitors is displayed. CGI Östersund has a screen placed in their office that works as such an information channel. This thesis is about investigating and analyzing the current presentation and creating a new solution with a custom interface that will be more effective and engage more people. The new solution is interactive and clickable with the help of a mouse. A user study has been done using a Kinect sensor to see how many people are watching the screen, how long they look at the screen and from what distance. This data was also supplemented by a survey sent to the employees at CGI Östersund. The result of the user study shows that there was no significant difference between the previous solution and the new one. This may be due to two main reasons: the lack of time in which the experiment was performed and the location of the digital screen that is not currently optimal.
6
Arango, Catalina. "Floating Narratives: Transnational Families and Digital Storytelling." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35299.
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Colombia has some 2.5 million emigrants (KNOMAD 2016), many of whom likely experience diaspora as a state of mind and transnationalism as a feature of their familial interactions. Storytelling constitutes an intersection at which individuals and families create and recreate themselves. Today, much of this process is mediated via information and communication technologies (ICTs). Hence, the central question guiding the thesis is: How do ICTs catalyze and constrain storytelling within transnational families? Drawing from information gathered through in-depth semi-structured interviews with six Colombian families with members who immigrated to Canada from Colombia, this thesis investigates the technologically mediated familial interactions and storytelling of 12 adult Colombians residing in Montreal, and six of their respective family members who remain in Colombia. The participants report that prior to migrating their familial stories were mainly oral and occurred in very warm face-to-face situations whereas after migrating their family narratives and stories are being altered in various ways through the presence, interactive, and multimodal affordances ICTs provide.
7
Van, 'T Hof Marcus Daniel. "Digital boundaries: A study into how mobile devices and information + communication technologies can influence the social programming, spatial conditions and construction of public architecture." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27988.
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DIGITAL BOUNDARIES explores the notion of how ICTs and mobile devices can influence the social programming, spatial conditions and construction of public architecture. This topic is derived from the study of Urban Informatics which looks at three key actors: people, place and technology. This can be seen in South Africa where many young individuals inhabit public buildings in the urban environment purely to be connected to wireless internet through their mobile devices. This is done so that they are able to do research for studies, look for job opportunities or socialise. This digital infrastructure then becomes an important aspect of the public realm, not only for personal benefit and need, but for attracting people to place. Situated in the Nyanga Junction precinct south of Gugulethu, the architectural proposition looks at adding digital infrastructure to this complex precinct in the informal area of Cape Town through three scales of architecture; small, medium and large. The small scale is that of Wi-Fi hotspots at street level embedded within the informal market at ten strategically located sites. The medium scale interventions are upgrades to four existing trade posts elevated above at first floor level. Lastly the large scale which is of catalytic and institutional architecture at two proposed sites, of which one is the main architectural focus of the design dissertation and explored further. The architectural programme provides spaces for: IT learning and skills development to help individuals seek employment, collaborative hubs for those developing new entrepreneurial ideas, and youth hubs for students to study and socialise. These three scales and their locality have been informed by social thresholds developed through the theory and technology studies that have been influential in the urban strategy of the design dissertation. It has created a framework for digital infrastructure to be implemented that will help enhance the public realm for a safer and more conducive urban environment.
8
Edman, Simon. "Digital Dashboard as a communicating tool for improved information exchange within staff in a hospital environment." Thesis, Umeå universitet, Institutionen för tillämpad fysik och elektronik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-176053.
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There is a well-known expression that reads: “Communication is key”. That applies to our everyday life, work, relationships and more. Communication helps to make sure everyone is informed, and by doing so, avoiding misunderstandings. Effective and valuable internal communication is also a success factor and an essential part of an organizations’ structure. This study aimed to help staff at the Intensive Care Unit (ICU) at Örnsköldsvik hospital. This paper presents results from a study performed, with the objective to investigate how a digital dashboard should be designed to make management and responsible specialist feel confident that they reach out to all team members and also receives communicated information in a hospital environment. This was done by conducting a user-centered design process to analyze, design and implement a digital dashboard that later on was used in a final study including a test period and evaluation. For a period of 2 weeks, the implemented digital dashboard was tested at the ICU in a hospital. After that period, the dashboard was evaluated by the staff members using a questionnaire, and an interview with the responsible administrator of content. The result suggest that the management and responsible specialist felt that the digital dashboard makes them reach out to all other team members better, compared to their current communication channels. In addition, the vast majority of team members felt that they receive communicated information better. By using a digital dashboard as an internal communication platform, information exchange within the staff at the ICU was improved.<br><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p><p></p>
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Schultze, Jakob. "Digital transformation: How does physician’s work become affected by the use of digital health technologies?" Thesis, Mittuniversitetet, Institutionen för data- och systemvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-41260.
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Digital transformation is evolving, and it is driving at the helm of the digital evolution. The amount of information accessible to us has revolutionized the way we gather information. Mobile technology and the immediate and ubiquitous access to information has changed how we engage with services including healthcare. Digital technology and digital transformation have afforded people the ability to self-manage in different ways than face-to-face and paper-based methods through different technologies. This study focuses on exploring the use of the most commonly used digital health technologies in the healthcare sector and how it affects physicians’ daily routine practice. The study presents findings from a qualitative methodology involving semi-structured, personal interviews with physicians from Sweden and a physician from Spain. The interviews capture what physicians feel towards digital transformation, digital health technologies and how it affects their work. In a field where a lack of information regarding how physicians work is affected by digital health technologies, this study reveals a general aspect of how reality looks for physicians. A new way of conducting medicine and the changed role of the physician is presented along with the societal implications for physicians and the healthcare sector. The findings demonstrate that physicians’ role, work and the digital transformation in healthcare on a societal level are important in shaping the future for the healthcare industry and the role of the physician in this future.<br>Den digitala transformationen växer och den drivs vid rodret för den digitala utvecklingen. Mängden information som är tillgänglig för oss har revolutionerat hur vi samlar in information. Mobila tekniker och den omedelbara och allmänt förekommande tillgången till information har förändrat hur vi tillhandahåller oss tjänster inklusive inom vården. Digital teknik och digital transformation har gett människor möjlighet att kontrollera sig själv och sin egen hälsa på olika sätt än ansikte mot ansikte och pappersbaserade metoder genom olika tekniker. Denna studie fokuserar på att utforska användningen av de vanligaste digitala hälsoteknologierna inom hälso- och sjukvårdssektorn och hur det påverkar läkarnas dagliga rutin. Studien presenterar resultat från en kvalitativ metod som involverar semistrukturerade, personliga intervjuer med läkare från Sverige och en läkare från Spanien. Intervjuerna fångar vad läkare tycker om digital transformation, digital hälsoteknik och hur det påverkar deras arbete. I ett fält där brist på information om hur läkare arbetar påverkas av digital hälsoteknik avslöjar denna studie en allmän aspekt av hur verkligheten ser ut för läkare. Ett nytt sätt att bedriva medicin och läkarens förändrade roll presenteras tillsammans med de samhälleliga konsekvenserna för läkare och vårdsektorn. Resultaten visar att läkarnas roll, arbete och den digitala transformationen inom hälso- och sjukvården på samhällsnivå är viktiga för att utforma framtiden för vårdindustrin och läkarens roll i framtiden.
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Dahlén, Marcus. "Security Architecture and Technologies for the Electronic Document Exchange with SOAP as Communication Protocol." Thesis, Linköping University, Department of Electrical Engineering, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2835.
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<p>In many industries the tracking and tracing of products within the supply chain is required by law. Companies in the metal working industry exchange so-called material test reports, which specify the product’s properties, the customer’s requirements, and serve as an assurance between the supplier and the customer. Internet technologies have changed the way companies exchange information and conduct business. In the metal working industry companies can implement an intermediary platform and make the exchange of material test reports more efficient. Furthermore, a client application that allows the company to export test reports from their information system directly to the intermediary can significantly decrease the processing costs. This inter-organizational collaboration can render an increase in productivity for customers and suppliers. </p><p>The main goal of the thesis is to analyze how companies in a supply chain can exchange documents with an intermediary over the protocol SOAP as well as support companies by showing a structured procedure for how to achieve security in a system using SOAP. SOAP is a platform independent XML-based communication protocol. The Extensible Markup Language (XML) is of major importance in e-business applications, because of its platform, language, and vendor independent way of describing data. As a universal data format, it enables the seamless connection of business systems. </p><p>SOAP does not provide any security and is usually implemented over HTTP, which allows it to pass through firewalls. Companies are only prepared to join an inter-organizational collaboration if IT-security is guaranteed. In the exchange of material test reports, security has two objectives. The first is to replace the handwritten signature in the paper-based document exchange. The second is to guarantee security for the material test reports as well as for the information intermediary. </p><p>SOAP’s extensibility model allows organizations to develop new extensions, which build upon the protocol and provide functions which aren’t specified. Specifications for attachments as well as for security should be implemented in the electronic document exchange. To design a secure system, each security concept, such as confidentiality, authentication and integrity, can be analyzed in its context and the appropriate standard can thereafter be implemented.</p>
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Mecoli, Storey. "Complex people, actions, and contexts: How transformative digital literacies do (and do not) get taken up in a comprehensive high school." Thesis, Boston College, 2014. http://hdl.handle.net/2345/bc-ir:103552.
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Thesis advisor: Leigh Patel<br>Digital literacies have become central in today's society, used in various personal and public incarnations (Coiro, Knobel, Lankshear, & Leu, 2008), occupying prominent space in social and professional worlds (boyd, 2014; Leu et al., 2011). Despite digital literacies' centrality in society, schools have a notoriously difficult time integrating these into curriculum and instruction (O'Brien & Scharber, 2008). Accordingly, I asked: How do teachers in a large, public comprehensive secondary school navigate the challenges and benefits of digital literacies within the structure of Washington High, the curriculum, and their pedagogy? Using a case study design both ethnographic and collaborative in nature, I examined teachers' beliefs and practices to investigate how digital literacies were being used in the classroom, as well as why. Data included a school-wide survey, participant interviews and observations with six teachers, and informal meetings with school staff, most notably the vice-principal. Data was analyzed through the lens of theories of literacy curricular design (New London Group, 1996) and an eye toward New Literacies (Lankshear & Knobel, 2006). Notable results include the finding that technology at Washington often plays out in fairly traditional, teacher-directed, "wine in new bottles" (Lankshear & Knobel, 2006, p. 55) sorts of ways. However, this study also concludes that why this is so moves far beyond these teachers' individual beliefs and practices. Their contexts (unreliable technology, control of uses imposed by the administration), their cultures (narratives of adolescents needing protection from themselves and others), and compulsory schooling itself (traditional conceptions of time and space, narrow definitions of success, high-stakes testing and teacher evaluations) all play dynamic and complicated parts in how digital literacies get taken up, along with teachers' own beliefs and practices. As such, I draw upon theories of complex personhood (Gordon, 1997) and complexity thinking (Davis & Sumara, 2008) in positing ways digital literacies may be utilized in relationship to schools. Implications address these practices' collaborative, creative potentials to transform schools<br>Thesis (PhD) — Boston College, 2014<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Liedke, Enoi Dago. "Informação orgânica digital espontânea : estudo exploratório para sua identificação e pesquisas posteriores." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/76131.
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A presente tese propôs abordar e investigar a existência de um fluxo infocomunicacional envolvendo os integrantes do público essencial de sustentação primário de informação orgânica, assente na utilização de meios de comunicação digitais não disponibilizados pelas organizações. Através de análise do estado da arte nas áreas de Comunicação Organizacional/Relações Públicas e da Ciência da Informação, foi constatada a inexistência de uma terminologia específica que abrangesse e categorizasse esta classe de informação. Esta lacuna, sintomática de um potencial aprofundamento científico, conduziu a uma proposta de identificação dos elementos da comunicação de informação efetuada através dos media digitais informais que caracterizam e facilitam o estabelecimento do conceito de informação orgânica digital espontânea. Consequentemente, esta investigação assumiu como objetivo geral conhecer o processo info-comunicacional digital espontâneo que ocorre entre os integrantes do público essencial de sustentação primário das organizações. O universo desta pesquisa desdobrou-se entre dois países em diferentes continentes e englobou uma organização portuguesa e duas organizações brasileiras. O produto desta investigação proporcionou um contributo para a construção, apresentação e defesa de uma proposta de Modelo info-comunicacional interno que deverá servir como parâmetro para: a) compreender, utilizar ou minimizar o fluxo espontâneo através de ações planeadas de Comunicação Organizacional/Relações Públicas, e b) reconhecer a existência de suportes de informações orgânicas distintos dos disponibilizados pelo sistema de gestão de informação da organização, permitindo assim a definição de estratégias de identificação e recolha dessa informação por parte dos responsáveis pelos serviços de Gestão da Informação para benefício da própria organização. Os dois principais resultados alcançados – o conceito de informação orgânica digital espontânea e o Modelo de comunicação interna na perspetiva da informação orgânica digital espontânea – poderão, espera-se, contribuir para uma melhor gestão da informação e para uma maior rentabilização de tempo, recursos de TDIC e humanos e da informação gerada, veiculada e partilhada através dos fluxos identificados e que marcam esta segunda década do século XXI.<br>This thesis seeks to investigate the existence of a flow of organic information amongst the members of the essential support primary public through digital media not provided by the organization. Through analysis of the state-of-theart in the areas of Organizational Communication / Public Relations and Information Science we have ascertained a lack of terminology applicable to this kind of information. Thus, we therefore propose to analyse and typify the elements of the information communication process via digital media that characterize and enable the definition of a concept of spontaneous digital organic information. Hence, the purpose of this research project is to determine the spontaneous digital info-communicational process that occurs amongst the members of the organisation’s essential support primary public. The research comprehends a Portuguese organisation and two Brazilian organisations. This investigation should provide input to shape, introduce, and defend a proposal for an organisational internal info-communicational model that might set the a parameter for a) the understanding, use or minimisation of this spontaneous flow through planned Organizational Communication / Public Relations actions; b) the acknowledgement of distinct organic information media provided by the information management system, thus contributing to the enforcement of the appropriate strategies for the identification and collection of such information within the organization by the Information Management services. The two chief results of this thesis, that we believe to be potential corner-stones for a new approach to organizational information flows, being a) the concept of spontaneous digital organic information, and b) the model for internal communication flows according to the spontaneous digital organic information, will hopefully contribute to a better information management and to a wiser use of time, of both DICT and human resources, and of the information they produce, share and transmit through the information flows identified, which are unquestionably one of the most significant features of this second decade of the 21st century.
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Ferm, Christina. "Digital kompetens : för individens frigörelse eller för marknadens behov?" Thesis, Karlstads universitet, Avdelningen för utbildningsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-12128.
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Saleh, Majd. "Digital ecosystem : towards a system of information systems." Thesis, Compiègne, 2018. http://www.theses.fr/2018COMP2413.
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Récemment, avec les progrès technologiques rapides que nous observons dans le domaine des Technologies de l'Information et de la Communication (TIC), de nombreux Systèmes d'Information (SI) sont introduits dans nos vies à la maison ou au travail. Cela entraînera des défis croissants pour les utilisateurs, tels que la nécessité de gérer d'énormes quantités de ressources et la difficulté de collaborer avec les autres. Afin de trouver la bonne information au bon moment pour prendre des décisions éclairées, les utilisateurs doivent rechercher des ressources réparties dans de nombreux SI (courriels, réseaux sociaux, pages wiki, notes électroniques, etc.). Le processus de recherche de ressources dans différents SI est coûteux et prend du temps; il doit donc être optimisé. L'émergence des Écosystèmes Numériques (DE) offre aux utilisateurs le potentiel d'améliorer l'accessibilité et la coordination des différents systèmes.D'autre part comparable à un DE, un système de systèmes d'information (SoIS) est composé de SI intégrés qui sont hétérogènes et fonctionnent indépendamment de manière autonome, mais qui sont mis en réseau pour un objectif commun.L'objectif mentionné précédemment, pourrait être l'organisation et le partage de ressources hétérogènes. Cette thèse se concentre sur le passage des Écosystèmes Numériques à un système de systèmes d'information en tant que solution aux défis émergents auxquels sont confrontés les utilisateurs de différents SI dans un contexte de collaboration. Le SoIS donne l'occasion d'explorer comment la collaboration peut être améliorée grâce à une combinaison de différents SI dans l'environnement numérique des organisations. Dans ce contexte, nous avons défini un modèle sémantique et un modèle architectural de SoIS. Nous avons ensuite développé un prototype, appelé MEMORAeSoIS, basé sur ces modèles comme support de collaboration. Ce prototype peut offrir la possibilité d'indexer, de partager, d'annoter et de recommander des ressources importantes provenant de différents SI<br>Recently, with the rapid technological advancement that we are witnessing in the domain of Information and Communication Technology (ICT), many Information Systems (ISs) are introduced into our lives either at home or at work. That will cause growing challenges for the users, such as the need for managing huge amounts of resources and the difficulty to collaborate with others. In order to find the right information at the right time to make educated decisions, users have to look for resources distributed in many ISs (emails, social networks, wiki pages, electronic notes etc.). The process of searching for resources in different ISs is costly and time-consuming; therefore it needs to be optimized. The emergence of Digital Ecosystems (DE) presents the users with the potential for improving the accessibility and coordination of different systems. On the other hand, comparable to DE, a System of Information Systems (SoIS) is comprised of integrated ISs which are heterogeneous and independently operable on their own but are networked together for a common goal. The goal, as mentioned before, might be organizing and sharing of heterogeneous resources.This thesis focuses on moving from Digital Ecosystems towards a System of Information Systems as a solution to the emergent challenges facing users of different ISs in a collaboration context. The SoIS gives the opportunity to explore how collaboration can be enhanced through a combination of different ISs in the digital environment of organizations. In this context, we defined a semantic model and an architectural model of SoIS. We then developed a prototype, called MEMORAeSoIS, based on these models as collaboration support. This prototype can provide the ability to index, share, annotate, and recommend important resources coming from different ISs.Recently, with the rapid technological advancement that we are witnessing in the domain of Information and Communication Technology (ICT), many Information Systems (ISs) are introduced into our lives either at home or at work. That will cause growing challenges for the users, such as the need for managing huge amounts of resources and the difficulty to collaborate with others. In order to find the right information at the right time to make educated decisions, users have to look for resources distributed in many ISs (emails, social networks, wiki pages, electronic notes etc.). The process of searching for resources in different ISs is costly and time-consuming; therefore it needs to be optimized. The emergence of Digital Ecosystems (DE) presents the users with the potential for improving the accessibility and coordination of different systems. On the other hand, comparable to DE, a System of Information Systems (SoIS) is comprised of integrated ISs which are heterogeneous and independently operable on their own but are networked together for a common goal. The goal, as mentioned before, might be organizing and sharing of heterogeneous resources.This thesis focuses on moving from Digital Ecosystems towards a System of Information Systems as a solution to the emergent challenges facing users of different ISs in a collaboration context. The SoIS gives the opportunity to explore how collaboration can be enhanced through a combination of different ISs in the digital environment of organizations. In this context, we defined a semantic model and an architectural model of SoIS. We then developed a prototype, called MEMORAeSoIS, based on these models as collaboration support. This prototype can provide the ability to index, share, annotate, and recommend important resources coming from different ISs
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Costa, Leonardo Figueiredo. "Comunicação, novas tecnologias e inclusão digital: uma análise dos projetos realizados na Bahia." Programa de Pós-Graduação em Comunicação e Cultura Contemporâneas da UFBA, 2007. http://www.repositorio.ufba.br/ri/handle/ri/11307.
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Previous issue date: 2007<br>Esta dissertação tem o objetivo de analisar a relação contemporânea entre as Tecnologias da Informação e da Comunicação (TICs) e a inclusão social. Trata-se do desenvolvimento de um modelo de análise a partir do conceito discutido sobre inclusão digital, para em seguida ser aplicado nos diversos projetos atuantes no estado da Bahia. Inclusão esta que pode ser compreendida de forma espontânea (acesso e uso das TICs em que os cidadãos estão imersos com a entrada da sociedade na era da informação) e de forma induzida (nas categorias técnica, econômica e cognitiva). A partir dessa matriz de análise buscamos testar a hipótese de que os projetos de inclusão digital têm, em sua maioria, uma ênfase tecnocrática, atuando principalmente em relação ao capital técnico em detrimento de outros capitais. Capitais que poderiam trazer uma maior abrangência do que vem a ser a inclusão digital, numa relação maior de apropriação do que de determinismo. O primeiro passo para a realização deste trabalho foi o levantamento bibliográfico da área sobre os diversos conceitos de inclusão e exclusão digital, com o objetivo de identificar como as abordagens sobre a temática vêm se definindo. Em seguida foram analisados diversos projetos que se enquadravam nominalmente em diferentes conceitos de “inclusão digital”, de iniciativas dos diversos setores da sociedade (governo, empresas privadas, ONGs, universidades, etc.), que são realizados na Bahia. Foram abordadas a formação e a execução dos projetos de caráter induzido a partir de entrevistas com os seus gestores, utilizando-se um questionário padrão, e/ou de pesquisas em materiais e sites institucionais.<br>Salvador
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Läärä, Loviisa Jenny Maria. "The future of digital platforms : An exploration of Generation Z’s needs and expectations." Thesis, KTH, Teknisk informationsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-239739.
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In today’s platform economy, the postal industry has been disrupted with emerging technologies and changing consumer needs. While the physical letter volumes continue to decrease, postal operators seek new sources of customer value through digital innovations. Digital mailbox is an example of a multisided platform that creates value by connecting two or more customer groups and facilitating interaction or transactions between them. In order to successfully attract both supply and demand to these platforms, the platform provider needs to understand both sides of the market The purpose of this study was to increase the understanding of the needs and expectations of the biggest consumer group of the future, Generation Z, regarding their interaction with different sectors in the Finnish society. Furthermore, the research aim was to shed light on the possible implications that these needs and expectations would have on platform providers. The context for the study was Finland. The study was conducted as a case study for PostNord, a communications and logistics supplier in the Nordics. A qualitative research design included conducting 12 semi-structured interviews with Generation Z representatives, born between 1995 and 2001. Additionally, a mirroring workshop with industry experts was conducted in order to include the perspective of the case company. The results were analysed using a thematic analysis method. The findings of this study show that Generation Z’s choice for device and channels is contextual, depending on the importance and urgency of the matter. Gen Z prefers to receive their communication on one platform instead of many, and often on mobile application. This generational cohort has high expectations regarding the speed of the communication. They expect fast responses that also enable a meaningful dialogue, yet on their own terms. The findings indicate that Gen Z values the human element even in digital communication. They want to receive information that is not only relevant to them, but arrives on the right time and comes from a competent, familiar source. These findings have implications on not only PostNord as a platform provider, but all the potential ecosystem partners.<br>I dagens plattformsekonomi har postbranschen behövt hantera ny teknik och förändrade konsumentbehov. Medan volymen av fysiska brev fortsätter att minska, söker postoperatörer nya källor till kundvärde genom digitala innovationer. En digital brevlåda är ett exempel på en flersidig plattform som skapar värde genom att ansluta två eller fler kundgrupper, samt underlättar interaktioner eller transaktioner mellan dem. För att framgångsrikt locka både utbud och efterfrågan till dessa plattformar, behöver plattformsleverantörer förstå båda sidor av marknaden. Syftet med denna studie var att öka förståelsen för behov och förväntningar hos framtidens största konsumentgrupp, Generation Z, angående deras interaktion med olika sektorer i det finska samhället. Vidare var målet med forskningen att belysa möjliga konsekvenser som dessa behov och förväntningar skulle ha på plattformsleverantörer. Sammanhanget för studien var Finland. Studien genomfördes som en fallstudie för PostNord, en kommunikationsoch logistikleverantör i Norden. Under en kvalitativ forskningsdesign genomfördes 12 halvstrukturerade intervjuer med Generation Zrepresentanter, födda mellan 1995 och 2001, dessutom genomfördes en workshop med branschexperter för att inkludera fallföretagets perspektiv. Resultaten analyserades med hjälp av en tematisk analysmetod.Resultaten av denna studie visar att Generation Zs val för enhet och kanaler är kontextuell, beroende på hur viktigt och brådskande det är. Generation Z föredrar att ta emot kommunikation på en specifik plattform i stället för många, och ofta på mobilapplikation. Denna kohort har höga förväntningar på kommunikationshastigheten, de förvänta sig snabba svar som också möjliggör en meningsfull dialog, men ändå på deras egna villkor. Resultaten tyder på att Generation Z värderar det mänskliga elementet även i digital kommunikation. De vill ha information som inte bara är relevant för dem, men kommer under rätt tid och från en kompetent, välkänd källa. Dessa resultat har inte bara konsekvenser för PostNord somplattformsleverantör, men alla potentiella partners i ekosystemet.
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Vechiato, Fernando Luiz. "Repositório digital como ambiente de inclusão digital e social para usuários idosos /." Marília : [s.n.], 2010. http://hdl.handle.net/11449/93616.
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Orientador: Silvana Aparecida Borsetti Gregório Vidotti<br>Banca: Plácida Leopoldina Ventura Amorim da Costa Santos<br>Banca: Isa Maria Freire<br>Resumo: Sociedade em rede, encontra-se intimamente relacionada ao uso de tecnologias de informação e comunicação (TIC), com destaque à World Wide Web (WWW), que possibilita a criação de conteúdo e o acesso à informação sem barreiras de tempo e espaço. Observamos o crescimento do número de adeptos a essa tecnologia desde sua criação, em meados da década de 1990 e, dentre eles, destacam-se os usuários idosos, os quais encontraram na Web um ambiente em que podem desenvolver diversas atividades, como a comodidade em realizar tarefas cotidianas, de se informarem sobre questões relacionadas ao envelhecimento humano entre outras. Entretanto, verificamos que muitos ambientes informacionais da Web não possuem uma Arquitetura da Informação desenvolvida com foco nas necessidades específicas desse público, dificultando sua usabilidade e acessibilidade e, conseqüentemente, dificultando a inclusão digital e social desse grupo de usuários. Nesse contexto, objetivamos identificar elementos que viabilizem a inclusão digital e social dos idosos a partir dos estudos em Arquitetura da Informação, Usabilidade, Acessibilidade e Comportamento Informacional, no contexto da Ciência da Informação, bem como a aplicação desses elementos em um repositório digital construído para a Universidade Aberta à Terceira Idade - UNATI - UNESP. Consideramos que um repositório digital que abarque assuntos de interesse e produções de idosos e que apresente elementos inclusivos viabiliza sua inclusão digital e social. Para a aplicação da pesquisa, utilizamos a pesquisa-ação, que possibilita aos pesquisadores e participantes a identificação dos problemas e objetivos da pesquisa, bem como o planejamento e a execução das ações para sua resolução; e para a execução... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: The contemporary society characterized as information society or net society is closely related to the use of information and communication technologies (ICT), especially the World Wide Web, which makes possible the creation of contents and the information access with no boundaries of time and space. We can see the increase of people using this technology, since its creation in the beginning of 1990 decade, and we can highlight the elderly users. These users find in the Web an environment in which they can develop different activities, as easily dealing with daily duties and getting information about subjects related to aging, among others. However, we verify that the Web information environments do not have an Information Architecture developed with the specific necessities of this public, making difficult the use and access, and then, making hard the digital and social inclusion of this users group. In this context, our objective is to identify elements that enable the social and digital inclusion of the elderly using the study of Information Architecture, Usability, Accessibility and Information Behavior, in the Information Science context, as well as the application of this elements in a digital repository built for the Universidade Aberta à Terceira Idade - UNATI - UNESP. We consider that a digital repository that deals with subjects of interests and production of elderly and that presents inclusive elements makes possible their digital and social inclusion. We used the action-research to realize the research. The action-research makes possible for the researcher and participants the identification of problems and objectives of the research as well as the planning and execution of actions for its resolution. Also for the execution of these actions, focus groups are mainly used to discuss how to guide them... (Complete abstract click electronic access below)<br>Mestre
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Alexandre, Mariana dos Reis. "Um estudo sobre objetos digitais de aprendizagem no processo de alfabetização e letramento." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/152779.
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Previous issue date: 2017-12-22<br>As Tecnologias Digitais da Informação e Comunicação (TDIC) estão cada vez mais presentes no nosso cotidiano, modificando comportamentos e estilos de vida. Essas mudanças são, também, percebidas nas escolas, principalmente, nos alunos, mesmo naqueles que não possuem acesso ao universo digital em casa. Nas escolas públicas, encontramos alguns entraves: há computadores disponíveis para o uso, porém para alguns professores dos Anos iniciais ainda há dúvida sobre as possibilidades de usá-los na alfabetização: por que, como e quando utilizá-los. Assim, questionamos se há e como são os Objetos Digitais de Aprendizagem (ODA) que auxiliam no processo de alfabetização e letramento. Para tanto, estabelecemos como objetivo geral avaliar a aplicabilidade dos ODA para o processo de alfabetização e letramento. Para alcançá-lo, delimitamos, como objetivos específicos: a) levantar e analisar os ODA existentes para uso no processo de alfabetização e letramento de acordo com os níveis de escrita e o currículo; b) aplicar e verificar a aplicabilidade dos ODA selecionados em relação aos alunos e à prática docente da própria pesquisadora; c) desenvolver um material de apoio com sugestões de ODA para utilização na alfabetização e letramento. Desse modo, utilizamos as contribuições da pesquisa qualitativa, com desenvolvimento interventivo e participante, sendo etapas do Trabalho: 1) estudos teóricos e documentais; 2) busca por ODA para alfabetização e letramento; 3) elaboração de um instrumento de análise e avaliação dos ODA; 4) análise e avaliação dos ODA encontrados; 5) aplicação com alunos; 6) análise e interpretação dos resultados; 7) desenvolvimento de um site de suporte aos professores com sugestões de jogos para os níveis de alfabetização. Após a análise e aplicação ODA encontrados, doze foram descritos e organizados em um site de fácil acesso e uso pelos professores que consiste no produto desta dissertação de Mestrado Profissional. Os resultados desta pesquisa apresentam a importância do papel mediador do professor e de sua preparação prévia para selecionar e analisar os ODA a serem explorados na prática docente, visto que o uso depende do perfil docente, discente e do contexto, mas, para isso, há necessidade de subsídios ao letramento digital do professor. Portanto, este Trabalho é relevante por articular o uso das TDIC na prática pedagógica, em especial na alfabetização, mas inevitavelmente, aspectos relacionados às políticas públicas, como infraestrutura e formação docente para o letramento digital, precisam ser analisados criticamente.<br>Digital Information and Communication Technologies (TDIC) are increasingly present in our daily lives, modifying behaviors and lifestyles. These changes are also perceived in schools, especially in students, even those who do not have access to the digital universe at home. In public schools, we find some obstacles: there are computers available for use, however, for some teachers in the early years there is still doubt about the possibilities of using them in literacy: why, how and when to use them. Thus, we questioned if there are and how are the Digital Learning Objects (ODA) that assist in the process of literacy and literacy. Therefore, we established as general objective to evaluate the applicability of the ODA to the process of literacy and literacy. To achieve this, we define as specific objectives: a) to raise and analyze the existing ODA for use in the process of literacy and literacy, according to the levels of writing and the curriculum; b) apply and verify the applicability of the selected ODA in relation to the students and the teaching practice of the researcher herself; c) develop supporting material with ODA suggestions for use in literacy and literacy. Thus, we use the contributions of the qualitative research, with intervention and participant development, being stages of the work: 1) theoretical and documentary studies; 2) search for ODA for literacy and literacy; 3) preparation of an ODA analysis and evaluation tool; 4) analysis and evaluation of the ODA found; 5) application with students; 6) analysis and interpretation of results; 7) development of a site to support teachers with suggestions of games for different levels of literacy. After analysis and application of the ODA found, twelve were described and organized in one site of easy access and use by the teachers, consisting of the product of this dissertation for master's degree. The results of this research present the importance of the mediating role of the teacher and of his previous preparation to select and analyze the ODA to be explored in the teaching practice, since the use depends on the teacher, student and context profile, but for this, there is a need of subsidies to the teacher's digital literacy. Therefore, this work is relevant for articulating the use of TDICs in pedagogical practice, especially in literacy. But, inevitably, aspects related to public policies, such as infrastructure and teacher training for digital literacy, need to be critically analyzed.
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Vechiato, Fernando Luiz [UNESP]. "Repositório digital como ambiente de inclusão digital e social para usuários idosos." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/93616.
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vechiato_fl_me_mar.pdf: 1406041 bytes, checksum: 99c83fac3f2109a6afe3f866d2fd8422 (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)<br>Sociedade em rede, encontra-se intimamente relacionada ao uso de tecnologias de informação e comunicação (TIC), com destaque à World Wide Web (WWW), que possibilita a criação de conteúdo e o acesso à informação sem barreiras de tempo e espaço. Observamos o crescimento do número de adeptos a essa tecnologia desde sua criação, em meados da década de 1990 e, dentre eles, destacam-se os usuários idosos, os quais encontraram na Web um ambiente em que podem desenvolver diversas atividades, como a comodidade em realizar tarefas cotidianas, de se informarem sobre questões relacionadas ao envelhecimento humano entre outras. Entretanto, verificamos que muitos ambientes informacionais da Web não possuem uma Arquitetura da Informação desenvolvida com foco nas necessidades específicas desse público, dificultando sua usabilidade e acessibilidade e, conseqüentemente, dificultando a inclusão digital e social desse grupo de usuários. Nesse contexto, objetivamos identificar elementos que viabilizem a inclusão digital e social dos idosos a partir dos estudos em Arquitetura da Informação, Usabilidade, Acessibilidade e Comportamento Informacional, no contexto da Ciência da Informação, bem como a aplicação desses elementos em um repositório digital construído para a Universidade Aberta à Terceira Idade – UNATI – UNESP. Consideramos que um repositório digital que abarque assuntos de interesse e produções de idosos e que apresente elementos inclusivos viabiliza sua inclusão digital e social. Para a aplicação da pesquisa, utilizamos a pesquisa-ação, que possibilita aos pesquisadores e participantes a identificação dos problemas e objetivos da pesquisa, bem como o planejamento e a execução das ações para sua resolução; e para a execução...<br>The contemporary society characterized as information society or net society is closely related to the use of information and communication technologies (ICT), especially the World Wide Web, which makes possible the creation of contents and the information access with no boundaries of time and space. We can see the increase of people using this technology, since its creation in the beginning of 1990 decade, and we can highlight the elderly users. These users find in the Web an environment in which they can develop different activities, as easily dealing with daily duties and getting information about subjects related to aging, among others. However, we verify that the Web information environments do not have an Information Architecture developed with the specific necessities of this public, making difficult the use and access, and then, making hard the digital and social inclusion of this users group. In this context, our objective is to identify elements that enable the social and digital inclusion of the elderly using the study of Information Architecture, Usability, Accessibility and Information Behavior, in the Information Science context, as well as the application of this elements in a digital repository built for the Universidade Aberta à Terceira Idade – UNATI – UNESP. We consider that a digital repository that deals with subjects of interests and production of elderly and that presents inclusive elements makes possible their digital and social inclusion. We used the action-research to realize the research. The action-research makes possible for the researcher and participants the identification of problems and objectives of the research as well as the planning and execution of actions for its resolution. Also for the execution of these actions, focus groups are mainly used to discuss how to guide them... (Complete abstract click electronic access below)
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Ribeiro, Ana Carolina Ribeiro. "Letramento digital : uma abordagem através das competências na formação docente." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/72140.
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A presente dissertação aborda as competências do letramento digital e os fatores que influenciam na construção das mesmas. O objetivo é identificar os aspectos determinantes para que sejam construídos os conhecimentos, habilidades e atitudes necessárias para o desenvolvimento de competências para o letramento digital. Dessa forma, foram mapeadas as competências que tem potencial para contribuir para o letramento digital de professores da Educação Básica e, através de suas produções, foram observados os aspectos que poderiam influenciar na sua construção. Para tanto, foi realizado um estudo referente aos nativos digitais, suas características e habilidades, além da crescente diferença de práticas cotidianas que apresentam em relação aos seus professores, os imigrantes digitais. Algumas ferramentas disponíveis na web, como redes sociais e blogs, também foram analisadas de modo que fossem evidenciadas as suas contribuições para a construção dessas competências. Além disso, foi realizado um levantamento teórico sobre os diferentes letramentos e as aprendizagens necessárias para a utilização efetiva das tecnologias. Como metodologia propõe-se uma pesquisa de abordagem qualitativa do tipo estudo de caso. A análise dos dados foi realizada através de categorias, partindo das produções dos alunos que participaram de um curso de extensão para observar os fatores que podem contribuir para a construção das competências. Entre as competências mapeadas, destaca-se a competência informacional, a multimídia, e computacional e a comunicacional. Essas competências, mapeadas em um primeiro curso de extensão, serviram de base para a realização de um segundo curso de extensão, que buscou analisar os fatores que tendem a contribuir e/ou dificultar a formação continuada dos professores na área das tecnologias.<br>This dissertation addresses the competences of digital literacy and the factors that influence its construction. The goal is to identify the determining aspects so that the knowledge, skills and attitudes required for the skill development to digital literacy are built. Therefore, the competences that had the potential to contribute to the digital literacy of teachers of Basic Education were mapped and, through their productions, the aspects that could influence its construction were observed. In order to do so, a study was conducted regarding the digital natives, their characteristics and abilities, in addition to the increasing differences in daily practices when compared to their teachers, digital immigrants. Some tools available on the Web, such as social networks and blogs, were also analyzed so that their contributions to the construction of these skills were highlighted. In addition, a theoretical survey was conducted on the different literacies and learning processes necessaries for the effective use of these technologies. As a methodology, the dissertation proposes a qualitative approach of the case study. Data analysis was performed using categories, from the productions of the students who participated in an extension course to observe the factors that can contribute to the building of the skills. Among the competences mapped, the informational, multimedia, computational and communication capabilities are highlighted. These skills, mapped on a first extension course, served as basis for the realization of a second extension course, which sought to analyze the factors that tend to contribute to and/or hinder the continuing education of teachers in the area of technology.
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Francisco, Rodrigo Eduardo Botelho. "Interatividade e literacias emergentes em contextos de inclusão digital: um estudo netnográfico no programa AcessaSP." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-20052014-152952/.
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Este trabalho promoveu um estudo netnográfico para identificar, mapear e caracterizar literacias emergentes na perspectiva da inclusão digital no Brasil, considerando que as competências e habilidades comunicacionais e informacionais dependem de um processo interativo com as Tecnologias de Informação e Comunicação que vão muito além do simples acesso às mesmas. Considerada uma nova abordagem no campo das Ciências da Comunicação, para os estudos sobre as tecnologias contemporâneas, as literacias, em suas mais variadas conceituações, trata das habilidades e competências para seu uso de maneira efetiva e criativa por diferentes atores em rede. Como lócus, o trabalho foi conduzido no âmbito do Programa AcessaSP de inclusão digital. De perspectiva netnográfica, a pesquisa tem cunho qualitativo e está apoiada nas técnicas de entrevistas e análises de conteúdo. Os resultados apresentam a descrição das literacias e interações dos frequentadores do Programa, discutidas a partir de indicadores de interatividade e de Media and Information Literacy, conceito filial desta tese que colabora para o entendimento das literacias em torno dos meios de comunicação e informação e de uma visão crítica e criativa em torno deles. Uma das conclusões é a de que não se trata de uma questão binária, entre ter ou não ter literacias, mas de compreender e descrever como elas se manifestam. Da análise de conteúdo pôde-se depreender alguns temas, considerados vetores por sua capacidade aparente de conduzir a experiências importantes no processo de desenvolvimento de literacias de uma forma autônoma, nomeadamente as redes sociais, os jogos, o celular, a comunicação interpessoal, a produção multimídia e trabalho e empreendedorismo.<br>This work promoted a netnographic study to identify, map and characterize emerging literacies from the perspective of digital inclusion in Brazil. This proposal considers that the communicative and information skills and abilities depend on a communicative process and interaction with the Information and Communication Technologies that go far beyond simple access. The digital literacies are considered a new aproach in the field of Communication Science, for studies about contemporary technologies. In its various conceptualizations, the literacy is related to the skills and abilities to use the technologies effectively and creatively by different actors in the network. As locus, this work is conducted in the Digital Inclusion Program AcessaSP. With an ethnographic perspective, it is a qualitative research, supported in techniques like interview and Content Analysis. The results present a description of digital literacies and interactions of AcessaSP Program goers, discussed from interactive and Media and Information Literacy indicators. This concept of literacies contributes to the understanding of literacies around information and communication medias and around a critical and creative vision. One of the conclusions found is that it is not a binary issue, between having or not having digital literacies, but to understand and describe how they manifest themselves. In the Contend Analysis, the research inferred some themes, considered vectors because they have an apparent ability to conduct to important experiences in the development process of digital literacies of an autonomous form. This vectors are the social networks, the games, the cellular phone, the interpersonal communication, the multimedia production and work and entrepreneurship.
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Gomes, Sandra Sumara de Castro Ribeiro. "Inclusão digital de jovens e adultos: a alfabetização digital de alunos do curso de Informática do Centro Municipal de Capacitação e Treinamento." Universidade Presbiteriana Mackenzie, 2007. http://tede.mackenzie.br/jspui/handle/tede/2693.
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Previous issue date: 2007-03-12<br>The present work analyzes which the characteristics of the pupils, young and adults, who look the course of computer science of the Municipal Capacity and Training Center (Centro Municipal de Capacitação e Treinamento CMCT), a primary professional municipal training school in São Paulo, and as they perceive the importance of the same for its professional and personal life. Based on the data collected from a questionnaire filled out by a group of 120 students of the 4th (October) and 5th (November) groups of 2005, we tried to identify the characteristics of the people attending the course: age, sex, schooling, marital status, occupation, monthly earning, reason for taking the course, whether the
course has been helping in their jobs and lives, expectations towards learning, whether they are happy with what they are learning, what they expect to learn with this new kind of learning methodology, how the course could be more helpful, if they consider important to keep studying, and their expectations towards the future, personally and professionally. As this first overview outlined a great demand for the course because of professional reason, the second instrument used to collect data was a survey that focused on how can digital literacy change personal and professional life of former students who where, during the research, working and earning a living in a professional activity. The data analysis was based in a theoretical reference that included the following themes: What is the meaning of Digital Inclusion; The access to Information Technologies in Brazil; the Digital Literacy as part of the Inclusion Process; the Production of Knowledge and Social Awareness; The New Technologies and The Working World and Public Politics of Digital Inclusion.<br>O presente trabalho analisa quais as características dos alunos, jovens e adultos, que procuram o curso de informática do Centro Municipal de Capacitação e Treinamento CMCT, uma escola profissionalizante básica da Prefeitura Municipal de São Paulo, e como percebem a importância do mesmo para sua vida profissional e pessoal. Baseando-se inicialmente na
coleta de dados de um grupo de 120 alunos participantes da 4ª (outubro) e 5ª (novembro) turmas do ano de 2005 onde, através de questionário, buscou-se averiguar as características dos jovens e adultos que freqüentam o curso: idade, sexo, escolaridade, estado civil, situação de emprego, renda mensal, motivo da procura, se o curso tem auxiliado no trabalho e na vida pessoal, o que esperava aprender, se está satisfeito com o que está aprendendo, o que espera alcançar com a ajuda desse novo tipo de aprendizagem, se o curso poderia oferecer algo a mais do que já oferece, se considera importante continuar a estudar e expectativas para o futuro
pessoal e profissional. Como essa primeira coleta de dados apontou para uma grande procura pelo curso por questões profissionais, o segundo instrumento de coleta de dados uma entrevista procurou analisar o alcance da alfabetização digital na vida pessoal e profissional de ex-alunos que estivessem, na época da pesquisa, exercendo uma atividade
profissional remunerada. A análise dos dados baseou-se num referencial teórico que abordou os seguintes temas: o que significa inclusão digital; o acesso às tecnologias de informação no Brasil, a alfabetização digital como parte do processo de inclusão; a produção de conhecimento e a
conscientização social; as novas tecnologias e o mundo do trabalho e políticas públicas de inclusão digital.
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Chabinga, Kelvin. "Investigating the integration of Information and Communication Technologies (ICTs) in Grade 6 English Home Language Literacy: A Case Study of one Primary School in the Western Cape." University of the Western Cape, 2015. http://hdl.handle.net/11394/4812.
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Magister Educationis - MEd<br>Abstract
The aim of this study was to investigate the use of Information and Communication Technologies (ICTs), through the use of iPads in English Home Language in the Intermediate Phase, with a special focus on Grade six, at one primary school in the Western Cape. Through the lens of the Sociocultural and Constructivist theories, the study investigated how iPads were used for language and literacy development in the Grade six classroom where English was the main medium of instruction. The study was purely a qualitative single case study involving one teacher and one class of 28 learners at a well-resourced former-white school in Cape Town.
Data was collected through classroom observations and interviews. The interviews were conducted with six selected learners, one Grade six teacher, the Head of Department (HOD) and the Principal. The analysis of the transcribed interviews, video recordings and documents was done through the Atlast.Ti 7 software package.
The findings of the study show that Grade six learners had good access to ICTs, and had no difficulties in using iPads for language and literacy learning. Their competence was associated with their high socio-economic backgrounds as most of them were from middle class families. The findings also indicated that teacher disposition had a positive impact on ICT implementation in the English lessons. Another interesting finding was that while the school had successfully adopted ICT as a teaching and learning resource, the Grade six teacher’s pedagogical strategies did not enhance learners’ comprehension of certain language (English) aspects such as grammar because there was no special training for integrating ICTs in language teaching. Overall, the results showed that the iPad is an extremely potential tool for literacy development and it encourages not only learners’ active engagement and collaboration as directed by the teacher, but also learner initiated engagement and collaboration. The study concludes that while many well-resourced schools seem to do well with regard to access to ICT and its integration in teaching and learning, technology cannot completely replace the role of the teacher in the classroom. There is a need for teacher development to enhance their own understanding of ICTs and how to use it for effective language and literacy teaching and learning.
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Trevisan, Nilton. "Por mares nunca dantes navegados: estudos para a inclusão da população de baixa renda na sociedade da informação." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/18/18131/tde-20092005-175525/.
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O foco principal desta pesquisa foi a análise de experiências que utilizam as atuais tecnologias de informação e comunicação, em especial a internet, de modo a promover a inclusão digital de comunidades menos favorecidas no Brasil e no mundo. Foram abordadas experiências em comunidades espacialmente referenciadas, ou seja, comunidades concretas que se comunicam também no espaço virtual. Pretendeu-se analisar o modelo de inclusão digital através dos chamados telecentros, utilizados amplamente em vários países, e de algumas experiências significativas que ultrapassem este modelo. Buscou-se, além disso, compreender os mecanismos da chamada inclusão digital, sua ligação com a chamada inclusão social e meios para promovê-la, como por exemplo, o uso de software livre e desenvolvimento de tecnologias mais simples e acessíveis<br>The main focus of this research was the analysis of experiences that use the current technologies of information and communication, in special, the internet, in order to promote the digital inclusion in communities in Brazil and all over the world. Concrete communities that communicate in the virtual space will be referred. It is intended to analyze the model of the digital inclusion through telecenters, widely used in some countries, and of some significant experiences that exceed this model. Beyond, the research tries to understand the mechanisms of digital inclusion, its links with social inclusion and the ways to promote it, for example, the use of free software and the development of simpler and accessible technologies
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Perico, Lucivânia Antônia da Silva. "ENSINO MÉDIO, LÍNGUA PORTUGUESA E PORTAL EDUCACIONAL: percepções emergentes das narrativas de alunos inseridos em práticas de letramento digital." Universidade Metodista de São Paulo, 2015. http://tede.metodista.br/jspui/handle/tede/1035.
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Previous issue date: 2015-02-26<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Contemporary education is included in a context of fast and dynamic social and cultural changes, especially with the advancement and incorporation of Digital Information and Communication Technologies (DICT) in daily life. In the Information Society, the Age of Knowledge, we must go beyond the ability to read, write and type. Schools, in turn, slowly try to adapt themselves to the demands of the digital world in which their agents are included. The high school, that is the focus of concern and reflection by all those involved in the educational process of this kind, tries to achieve its proposed comprehensive education for young people in order to prepare them to get a job and exercise their citizenship. For the Portuguese discipline, it was reserved the mission of combining the teaching of the standard portuguese rules with discursive genres in order to promote digital inclusion of students in different circumstances of literacy that they are submitted. In this context, this work investigated: What perceptions of training processes emerge when students reflect on pedagogical practices and experiences in Portuguese classes in activities mediated by educational portal? The overall objective of the research is to provoke the reflection of teachers, so they rethink their teaching practices and their role in the educational process in order to promote a more consistent educational experience with the reality of the students. The adopted methodology was the qualitative research of investigative nature, in narrative form, based on the work presented by Clandinin and Connelly (2011). Because of the inclusion in the scenario and affective ties to the participants, the challenge of developing an action research was assumed, thus, the adopted investigative tools were: semi-structured interview, logbook, activities in the portal, informal conversations and field notebook. The analysis of the data allowed the elaboration of eight categories of analysis, emerging from the narratives of the participants: interaction and communication; enlarged classroom; management of learning; the record of oneself and others; collaborative and transformative learning; promotion of research; self-study; and challenges. The results achieved indicated reflections that do not end in the pages of this work. Among them it is possible to highlight: the importance of listening to the student in order to improve and review the pedagogical proposals; the test, in daily practice, is essential, it is the search of something beyond the traditional in favor of a defined learning objective; the desire of learning can arouse in the students the interest in knowledge, making them more autonomous in their choices and paths; the DICT can assist in the process of teaching and learning, but require involvement of the subjects, because they, as instruments, do not constitute knowledge, are the agents, by the use of the DICT, that get the best of their potential. Future work may continue this study and bring great additions to contemplate the influences of the use of DICT daily at school, which will certainly be of great contribution to the current scenario of Brazilian education.<br>A educação contemporânea está inserida num contexto de velozes e dinâmicas transformações sociais e culturais, principalmente com o avanço e incorporação das Tecnologias Digitais de Informação e Comunicação (TDIC) no cotidiano das pessoas. Na Sociedade da Informação, na Era do Conhecimento, é preciso ir além do saber ler, escrever e digitar. A escola, por sua vez, de maneira ainda morosa, busca adequar-se às exigências do universo digital do qual participam seus agentes. O Ensino Médio, foco de preocupação e reflexão por todos os envolvidos no processo educativo dessa modalidade, tenta alcançar sua proposta de formação integral dos jovens para o exercício do trabalho e da cidadania. À disciplina Língua Portuguesa reserva-se a missão de conciliar o ensino da norma-culta com os gêneros discursivos de tal forma a promover a inclusão digital dos alunos nas diversas circunstâncias de letramento às quais são submetidos. Nesse âmbito, este trabalho investigou: Que percepções dos processos formativos emergem quando os alunos refletem acerca das práticas pedagógicas e das vivências nas aulas de Língua Portuguesa em atividades mediadas por portal educacional? O objetivo geral da pesquisa é provocar a reflexão nos professores, de tal forma que repensem suas práticas pedagógicas e seu papel no processo educativo a fim de promover uma experiência educativa mais condizente com a realidade dos alunos. A metodologia adotada foi a pesquisa qualitativa de cunho investigativo, na modalidade narrativa, sob a luz de Clandinin e Connelly (2011). Pela inserção no cenário e proximidade afetiva com os participantes, assumiu-se o desafio de desenvolver uma pesquisa-ação, para isso, os instrumentos investigativos adotados foram: entrevista semiestruturada, diário de bordo, atividades realizadas no portal, conversas informais e caderno de campo. A análise dos dados permitiu a elaboração de oito categorias de análise, emergentes das narrativas dos participantes: interação e comunicação; sala de aula ampliada; gestão da aprendizagem; o registro de si e do outro; aprendizagem colaborativa e transformadora; incentivo à pesquisa; estudo autônomo; e, desafios. Os resultados alcançados apontaram para reflexões que não se encerram nas páginas deste trabalho, dentre elas destacam-se: a importância de ouvir o aluno para que as propostas pedagógicas sejam revistas e melhoradas; o testar, nas práticas diárias, é fundamental, é o buscar algo além do tradicional, em prol de um objetivo de aprendizagem definido; o desejo de aprender pode despertar no aluno o interesse pelo conhecimento, tornando-o mais autônomo em suas escolhas e caminhos; as TDIC podem colaborar com o processo de ensino e de aprendizagem, porém exigem envolvimento dos sujeitos, pois elas, enquanto instrumentos, não configuram o conhecimento, são os agentes que ao apropriar-se delas têm condições de obter o melhor de suas potencialidades. Futuros trabalhos poderão dar continuidade a este estudo e trazer grandes acréscimos ao contemplar as influências do uso das TDIC no cotidiano da escola, o que, certamente, será de grande contribuição para o cenário atual da Educação brasileira.
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Lopes, Rosemara Perpetua [UNESP]. "Formação para uso das Tecnologias Digitais de Informação e Comunicação nas licenciaturas das Universidades Estaduais Paulistas." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/92296.
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lopes_rp_me_prud.pdf: 1188837 bytes, checksum: 51d087c48cb7fc2b36610e7e479a5257 (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>Nesta pesquisa, inscrita na Linha “Práticas e Processos Formativos em Educação”, busca-se responder se os cursos de licenciatura estão formando professores para utilizar as Tecnologias Digitais de Informação e Comunicação (TDIC) nas escolas da Educação Básica. Sua relevância está em contribuir para ampliar a compreensão sobre a temática e também no fato de que os professores são fundamentais a toda inovação ou mudança qualitativa que se pretenda na Educação. Delimitou-se como objetivo geral investigar se a formação do professor que atuará na Educação Básica contempla conhecimentos sobre TDIC e sob qual paradigma pedagógico os mesmos se articulam. A este se seguem os seguintes objetivos específicos: identificar conteúdos curriculares voltados ao ensino-aprendizagem de TDIC nos cursos de licenciatura das universidades públicas estaduais paulistas que formam para a Educação Básica e identificar a presença das TDIC nos objetivos e no perfil do egresso dos projetos pedagógicos analisados. Trata-se de uma pesquisa qualitativa com análise de dados quantitativos. Analisaram-se, inicialmente, as grades curriculares, ementas e programas de ensino de 123 cursos de formação de professores das três universidades estaduais paulistas, constatando ocorrência das referidas tecnologias nas disciplinas obrigatórias e optativas dos cursos, estando essas ocorrências em maior número nas optativas. Em seguida, analisando os projetos pedagógicos de seis cursos da Área de Exatas de uma das universidades inicialmente focalizadas, constatou-se indícios de propostas de formação do professor para o uso das TDIC em dois dos seis cursos focalizados, ambos de Matemática. O meio utilizado...<br>In this research included in the research line “Training Practices and Processes in Education” one aims to investigate whether the undergraduate programs are actually training teachers to use the Digital Technologies of Information and Communication (TDIC) in the schools of basic education. Its relevance is to help broadening the understanding of the subject and also to the fact that teachers are essential to any innovation or qualitative change that is sought in Education. One delimited as general objective to investigate whether teacher training to focus on Basic Education includes knowledge on TDIC and under what pedagogical paradigm they are articulated. The following specific objectives then arises: identifying curricula aimed at teaching and learning of TDIC in undergraduate programs of the Sao Paulo State public universities that will form for Basic Education and identify the presence of TDIC in the pedagogical proposals analyzed. This is a qualitative analysis with quantitative data. Initially, we analyzed the curriculum, menus and education programs of 123 major courses in the three universities of Sao Paulo State and noted the occurrence of these technologies in both mandatory and optional teaching subjects, with a greater number of events in the later. Then, by analyzing the pedagogical projects of six courses in the exact sciences from one of these universities initially targeted, it was found evidence of proposals for teacher training for the use of TDIC in two of six courses we focused, both... (Complete abstract click electronic access below)
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Hijazi, Aya, and Pernilla Strannhage. "Fashion Joins the Digital Revolution : A study on the Impact of Digitalisation in the Swedish High-End Fashion Industry." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-297755.
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Digitalisation is one of the greatest transformations in modern times and has impacted organisations, industry structures and the society as a whole. It provides new opportunities for fashion firms to interact with different stakeholders and has altered the way firms operate in foreign markets. Based on in-depth interviews with managers of Swedish high-end fashion firms, the aim of the study was to explore what impact digitalisation has on managers’ perceived psychic distance in their international operations. In particular, how managers use digital technologies to obtain and interpret information about supply and demand conditions in foreign markets was examined. The empirical findings indicate that digital technologies are essential for firms today, as they have increased information availability, enhanced information usage and improved interactive communication. This, in turn, leads to a reduction of managers’ perceived psychic distance.
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Ntombovuyo, Klaas. "An investigation of the effective use of information and communication technologies (ICT) for primary school teachers in the transfer of knowledge." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1052.
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Thesis (MPhil (Information Science))--University of Stellenbosch, 2006.<br>ENGLISH ABSTRACT: We are in the era where Information and Communication Technologies (ICTs) are increasingly becoming as common as desks and chalkboard in our classrooms. Government, students, parents and the community at large are now expecting ICTs to be integrated in the school curriculum and to be used as tools of instruction.
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Hardebro, Veronica, and Rebecka Edblad. "EXPLORING ELDERLY PATIENTS´ BEHAVIOR & NEEDS INSIDE DIGITAL HEALTHCARE PLATFORMS." Thesis, Luleå tekniska universitet, Institutionen för ekonomi, teknik och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85388.
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Den ökande och snabba utvecklingen av informations- och kommunikationsteknik har skapat ett nytt ekosystem inom hälso- och sjukvårdssektorn bestående av digitala plattformar. Detta har gjort det möjligt för patienter att söka och ta emot vård på nya sätt som tidigare inte var möjligt. Att digitalisera patientresan har visat sig vara effektivt och underlättar självständigt boende och enkel åtkomst för uppföljningskonsultationer för de som lider av kroniska sjukdomar. Trots detta är många människor, särskilt äldre, underrepresenterade i användningen av digitala vårdplattformar. Syftet med detta examensarbete är att undersöka äldre patienters beteende inom digitala vårdplattformar för att tillgodose behoven hos den större befolkningen och minimera den digitala klyftan. För att uppnå syftet formulerades följande forskningsfrågor: Vilka är skillnaderna i användningsbeteende mellan äldre och yngre primärvårdspatienter på digitala vårdplattformar? Vilka är de viktigaste förebyggande faktorerna som påverkar äldres användningsbeteende? Denna studie följde en mixad forskningsdesign. Vi använde SPSS för att utföra one-way ANOVA följt av ett Games-Howell post hoc-test för varje variabel som möjligtvis kunde förklara en skillnad i användningsbeteende mellan yngre och äldre primärvårdspatienter. För att svara på vår andra forskningsfråga genomförde vi 17 intervjuer med respondenter i åldern 60+ som tidigare använt en digital vårdplattform. Våra resultat visar att det finns en signifikant skillnad i användningsbeteende mellan äldre och yngre primärvårdspatienter. Den äldre generationen spenderar mer tid under anamnes, onboarding och i väntekö, där de i åldern 75+ sticker ut mest på alla uppmätta variabler. Den äldre generationen tenderade också att betygsätta tjänsten något lägre, uppskatta deras hälsa högre och bli tilldelad färre antal sjukvårdsexperter i processen jämfört med den yngre generationen. De viktigaste förebyggande faktorerna som påverkar äldres användningsbeteende är den upplevda användbarheten, upplevda användarvänligheten, deras digitala mognad, förtroende, och attityd till digital vård. Denna studie bidrar till den glesa litteraturen inom digitala vårdplattformar och äldres beteende efter adoption av informations- och kommunikationsteknik. Vi tillhandahöll ny kunskap om äldres användning av digitala vårdplattformar i jämförelse till den yngre generationen och lade till en förklaring angående vilka faktorer som påverkar användningsbeteendet hos den äldre generationen. Dessutom stärker vi nuvarande teori genom att betona vikten av att undersöka de påverkande faktorerna snarare än kronologisk ålder. Våra praktiska bidrag riktar sig till både plattformsägare och vårdpersonal med syftet att ge vägledning i hur dessa två aktörer ska agera för att öka användningen bland den äldre generationen, där utformning av plattformen och information är särskilt viktigt att ta hänsyn till.<br>The rise and rapid development of information communication technologies have created a new ecosystem in the healthcare sector consisting of digital platforms. This has enabled patients to access, seek, and receive care in new ways which was not previously possible. Digitizing the patient journey is proven to be effective while facilitating independent living and easy access for follow-up consultations for those who live in rural areas and are suffering from chronic diseases. Yet, many people, especially elderly, are underrepresented in the usage of digital healthcare platforms. The purpose of this master thesis is to investigate elderly patients’ behavior inside the digital healthcare platforms to accommodate the needs of the greater population and minimize the digital divide. To achieve the purpose, the following research questions were formulated: What are the differences in usage behavior between elderly and younger primary care patients in digital healthcare platforms? Which are the key antecedent factors that influence the usage behavior of the elderly? This study followed a mixed method research design. We used SPSS to perform a one-way ANOVA followed by a Games-Howell post hoc test for each variable that possibly could explain a difference in usage behavior between younger and elderly primary care patients. To answer our second research question, we held 17 interviews with respondents in the age of 60+ that previously had used a digital healthcare platform. Our findings reveal that there is a significant difference in usage behavior between elderly and younger primary care patients. The elderly generation spend more time during anamnesis, onboarding, and in waiting lines, where those in the age 75+ stand out the most on all measured variables. The elderly generation also tended to rate the service slightly lower, estimate their health higher and get assigned to fewer healthcare professionals in comparison to the younger generation. The key antecedent factors that influence the usage behavior of elderly is the perceived usefulness, perceived ease of use, their digital maturity, trust, and attitudes towards digital healthcare. This study contributes to the sparsely literature within digital healthcare platforms and elderly’s behavior after adoption of ICTs. We provided new knowledge regarding elderly’s usage of digital healthcare platforms in contrast to the younger generation and added an explanation of factors that influence the usage behavior. In addition, we strengthen current theory by highlighting the importance of examining influencing factors rather than chronological age. Our practical contributions address both platform owners and healthcare professionals and aims to give direction in how these two actors should act to increase usage among the elderly generation, where design of the platform and information are especially essential to take into consideration.
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Zavala, Armando João. "Exercício de cidadania na Escola Pública Moçambicana apoiado por um jogo digital educacional : Projeto Civitas." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/180559.
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O ensino - aprendizagem mediados por jogos digitais educacionais, quando integrados ao currículo de educação formal podem, além do desenvolvimento atencional-cognitivo, potencializar a construção de conhecimentos nas suas diversas nuances, bem como promover a capacidade imaginativa, estimulando o exercício da cidadania. Partindo desta propositura, esta tese estuda a possibilidade concreta de inserir um jogo digital educacional de construção de cidades em uma disciplina de TIC na escola pública, apoiado pela metodologia ativa do Projeto Civitas, e voltado para o exercício da cidadania. Assim, o estudo questiona sobre que efeitos o jogo Città, integrado na proposta metodológica do Civitas pode produzir na formação de alunos para o exercício da cidadania. A tese surge do questionamento do autor às práticas docentes no contexto de sala de aula no ensino secundário em Moçambique, instigada pela imersão do mesmo nas dinâmicas e vivências do grupo de pesquisa do Laboratório de Estudos em Linguagem, Interação e Cognição (LELIC/UFRGS), desde 2014, através da cooperação internacional do Projeto Civitas Brasil-Moçambique. Metodologicamente, adotamos uma abordagem dialógica, na perspectiva Bakhtiniana das pesquisas em ciências humanas Os enunciados advindos do diário de campo, software Multipoint Server 2011 e facebook, foram apreciados de acordo com o quadro referencial mencionado, o que nos permitiu trabalhar a sua arquitetônica dialógica na perspectiva ato responsável. Os resultados da pesquisa dão pistas de que experimentações envolvendo jogos digitais educacionais de construção, apoiados por essa metodologia ativa do Civitas, possibilitam explorar problemáticas de cidades na perspectiva ético-estético-política, potencializando um viés interdisciplinar. As aprendizagens decorrentes possibilitam a formação de valores como cooperação, solidariedade, reciprocidade, capacidade expressiva, crítica, de escuta e de responsabilidade para além da construção de conhecimentos.<br>Teaching and learning mediated by digital educational games, when integrated into the formal education curriculum can, in addition to attentional - cognitive development, potentialize the construction of knowledge in its various nuances, as well as promote the imaginative capacity, stimulating the exercise of citizenship. Starting from this proposition, this thesis studies the concrete possibility of inserting a digital educational game of city construction in an ICT discipline in the public school, supported by the active methodology of the Civitas Project, and focused on the exercise of citizenship. Thus, the study questions what effects the game Città, integrated in the methodological proposal of the Civitas can produce in the formation of students for the exercise of citizenship. The thesis arises from the author's questioning of teaching practices in the context of a secondary school classroom in Mozambique, instigated by the immersion of the same in the dynamics and experiences of the research group of the Laboratory of Studies in Language, Interaction and Cognition (LELIC / UFRGS) , since 2014, through the international cooperation of Projeto Civitas Brasil- Moçambique. Methodologically, we adopt a dialogical approach, in Bakhtin's perspective of research in human sciences The statements from the field diary, software Multipoint Server 2011 and facebook, were appreciated according to the aforementioned frame of reference, which allowed us to work with its dialogic architecture in the perspective of responsible action. The results of the research give clues that experiments involving digital educational games, supported by this active methodology of the Civitas, make it possible to explore urban problems from the ethical-aesthetic-political perspective, enhancing an interdisciplinary bias. The resulting learning enables the formation of values such as cooperation, solidarity, reciprocity, expressive capacity, critical, listening and responsibility in addition to building knowledge.
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Maroye, Laurence. "La normalisation internationale du records management :analyse critique dans le contexte du Digital Act: Études de cas au sein d'administrations fédérales belges." Doctoral thesis, Universite Libre de Bruxelles, 2018. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/271858.
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En juillet 2016, profitant de la mise en oeuvre du règlement européen eIDAS sur les services de confiance, la Belgique se dote, grâce au Digital Act, d’un cadre légal transversal pour l’archivage électronique. Aux fins de la rédaction de l’arrêté royal d’exécution (en cours), il est envisagé de faire la part belle aux références normatives ou standards utilisés dans le contexte du records management. Lancé en 2014, le projet de recherche fédéral HECTOR (Hybrid Electronic Curation, Transformation and Organization of Records), qui a financé la présente thèse, s'inscrit dans la même veine, concrétisant ainsi, parmi d’autres dispositions, la volonté ministérielle de soutenir le secteur public dans sa transition numérique.Dans ce contexte, la thèse soutenue est que l’application des recommandations de l’ISO en matière de records management au sein des administrations fédérales belges, pondérée par un arbitrage de type coûts-bénéfices, peut favoriser le développement de pratiques propices à un archivage électronique optimal, d’une part, et consolider la conformité au Digital Act, d’autre part. Il est également mis en évidence que si les normes, fruits d’un consensus d’experts internationaux, ne résolvent pas forcément les questionnements théoriques auxquels la discipline est confrontée, notamment depuis l’informatisation des processus et procédures, elles apportent néanmoins une réponse pragmatique aux besoins du terrain et sont par ailleurs, dans une certaine mesure, le reflet des pratiques effectives constatées.S’abstenant de tout manichéisme, l’auteure, elle-même impliquée dans les processus de normalisation, pose un regard critique sur les normes internationales du records management (fond) et leur mécanisme de publication (forme), dans une optique de confrontation multidimensionnelle. Les recommandations sont ainsi évaluées sur fond d'un état de l’art traitant du records management et de sa normalisation, et à l’aune d’études de cas réalisées au sein de deux administrations fédérales hautement stratégiques, l’Agence fédérale pour la sécurité de la chaîne alimentaire (AFSC) et l’Agence fédérale pour le contrôle nucléaire (AFCN).<br>Doctorat en Information et communication<br>info:eu-repo/semantics/nonPublished
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Cheruiyot, Kenneth Koech Ph D. "The Geography of the Intra-National Digital Divide in a Developing Country: A Spatial Analysis of the Regional-Level Data from Kenya." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1306500035.
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Rosa, Paulo Roberto. "DESENVOLVIMENTO E QUESTÃO AGRÁRIA: UMA ANÁLISE DA EXCLUSÃO DIGITAL DO CAMPESINATO." Universidade do Oeste Paulista, 2015. http://bdtd.unoeste.br:8080/tede/handle/tede/346.
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Previous issue date: 2015-10-23<br>The work developed and materialized in this essay seeks to think over about The Communication and Information Technologies (CITs) as an element in the development of the agrarian issue in the region of Pontal do Paranapanema. There are at least four points that make this analysis relevant: the important role played by the CITs in the business area; the low development presented by this region; the historical exclusion process the peasantry goes through and the impact of CITs in the peasantry and regional development. We sought to test the hypothesis that the peasantry goes through a digital exclusion process, which involves the denial of opportunity of access to the means and tools used to build, preserve and share knowledge important to the expansion of freedom, opportunities and autonomy needed to ensure its historic role, endangering the sustainability of Settlement Projects (STs) of Agrarian Reform. In the development of the thesis a qualitative-quantitative character approach was carried out through a theoretical study of the literature, and its applied aspects, was made documentary with the use of extensive direct observation technique. To establish the geographical limits of the studied area we used the Hydric Resources Management Unit (HRMU) in number 22. This field work enabled contact with the peasantry for systematic observation and capture information about their reality. The data was registered, consolidated and the information obtained give basis to the hypothesis that the peasantry goes through a digital exclusion process. It identified that the peasantry has no infrastructure, equipment and/or the knowledge needed to use this technologies in an adequate way. The infrastructure elements, equipment and knowledge present themselves isolated or together. This exclusion process is reinforced by the low efficiency of the existent Public Policies to promote the digital inclusion of the rural communities, and the rivalry and lack of political will. The digital exclusion has contributed to increase the isolation and subordination of the peasantry to the capital. This research is registered in Plataforma Brasil and CCPQ under the protocol CAAE 36833214.5.0000.5515.<br>O trabalho realizado e materializado nesta dissertação analisa a importância das Tecnologias da Informação e Comunicação (TIC´s) como elemento na composição da questão agrária na Região do Pontal do Paranapanema. São ao menos quatro questões que tornam essa análise relevante: o importante papel desempenhado pelas TIC´s no meio empresarial; o baixo desenvolvimento apresentado pela região; o histórico processo de exclusão pelo qual passa o campesinato e o impacto das TIC´s no desenvolvimento regional e do campesinato. Buscou-se testar a hipótese de que o campesinato passa por um processo de exclusão digital, o que implica a negação da oportunidade de acesso aos meios e instrumentos utilizados para construir, preservar e compartilhar conhecimento, importantes à expansão da liberdade, possibilidades e autonomia necessários para garantir o seu protagonismo histórico, colocando em risco a sustentabilidade dos Projetos de Assentamento (PA´s) de Reforma Agrária. No desenvolvimento da dissertação foi realizada uma abordagem de caráter quali-quantitativa, através de um estudo teórico de literatura específica e, em sua vertente aplicada, se fez documental com a utilização da técnica de observação direta extensiva. Para estabelecer os limites do espaço geográfico da região estudada utilizou-se a Unidade de Gerenciamento de Recursos Hídricos (UGRHI) de número 22. Os trabalhos de campo possibilitaram o contato com o campesinato para observação sistemática e a captação de informações sobre sua realidade. Os dados foram tabulados, consolidados e as informações obtidas sustentam a hipótese de que o campesinato passa por um processo de exclusão digital. Identificou-se que o campesinato não tem a infraestrutura, os equipamentos e/ou o conhecimento necessário para utilizar, de forma adequada, essas tecnologias. Elementos como a infraestrutura, os equipamentos e os conhecimentos apresentam-se isoladamente ou em conjunto. Esse processo de exclusão é reforçado pela baixa efetividade das Políticas Públicas existentes para promover a inclusão digital das comunidades rurais, além da rivalidade e falta de vontade política. A exclusão digital tem contribuído para aumentar o isolamento e subordinação do campesinato ao capital. A pesquisa está registrada junto a Plataforma Brasil e a CCPQ sob o protocolo CAAE 36833214.5.0000.5515.
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Zillien, Nicole. "Digitale Ungleichheit : neue Technologien und alte Ungleichheiten in der Informations- und Wissensgesellschaft /." Wiesbaden VS, Verl. für Sozialwiss, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2877794&prov=M&dok_var=1&dok_ext=htm.
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Gabriel, Jennifer. "Guidelines for Twenty-first Century Instructional Design and Technology Use: Technologies' Influence on the Brain." Master's thesis, Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002704.
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Nitsche, Lena. "Development 2.0? Participation and ICTs in a network organization." Thesis, Uppsala universitet, Institutionen för informatik och media, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-226029.
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Participatory communication through Information and Communication Technologies (ICTs) has been identified to enhance self-dependency and equality for local communities in development projects. As well, ICTs served as an accelerator for citizen participation in social movements, such as in Egypt. However, it is still questionable how participation and ICTs are understood on a global scale where structural inequalities between developing and developed countries might influence communication processes. Similarly, international organizations often address a global network of stakeholders with various economic and social backgrounds. However, it is unclear how participatory communication and ICTs are used in global organizations aiming to foster sustainable development. Hence, this thesis investigates the understanding and practices of participatory communication and the role of ICTs in a global network organization, the Global Water Partnership (GWP) based in Stockholm. The GWPs network consists of 2964 institutional partners in 172 countries worldwide. It can be seen that the GWP aims to achieve dialogic communication with local partners, but that they do not have a mechanism that ensures continuous participation in all working processes, although the local partners demand more possibilities to contribute and participate. As well, ICTs play a minor role in addressing the GWP network. In fact, most of the partner organizations do not have reliable internet access and insufficient English literacy, which makes communication through ICTs especially challenging.This suggests that globally operating organizations should be careful not to reproduce existing power relationship between developed and developing countries through the use of ICTs. As well, more mechanisms need to be established which ensure more participation in organization’s processes.
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Trindade, Antonio Alberto. "EAD digital : em busca de uma compreensão teorica da area." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/284665.
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Previous issue date: 2007<br>Resumo: Nesse trabalho nos propusemos investigar o campo da EAD Digital (educação a distância
realizada a partir do uso das novas tecnologias digitais) a fim de compreender as bases
teóricas que sustentam as diversas e variadas práticas na área. Com a pesquisa, concluímos
que: 1- A prática em EAD Digital tem forte teor comunicacional e isso favorece a que
sujeitos diversos, mesmo sem formação pedagógica, desenvolvam atividades na área; 2-
pelo teor comunicacional que possui, a EAD Digital não pode ser simplesmente entendida e
pensada como "educação" no sentido tradicional; trata-se de uma prática social nova
possibilitada pelos avanços no campo das tecnologias de informação e comunicação; 3- a
EAD Digital tem uma racionalidade comunicativa, ou seja, é uma atividade que se realiza
na medida em que os sujeitos envolvidos no processo formativo produzem e vivenciam
situações comunicativas que garantem a satisfação de suas necessidades; 4- pelo que
acabamos de dizer, é coerente e, a nosso ver, muito apropriado, que a atividade em EAD
Digital seja entendida como "comunicação pedagógica"; 5- o campo da EAD Digital tem
problemáticas próprias e especificidades, fator que nos impede de compreendê-lo ou
interpretá-lo com base apenas em conhecimentos teóricos do campo da educação
presencial.<br>Abstract: In this work we proposed the investigation of Digital DE (distance education provided
through the use of new digital technologies) in order to understand the theoretical grounds
that support the various and varied practices in the area. With the research, we concluded
that: 1- The practice in Digital DE has strong communicational content and that contributes
for various individuals, even without pedagogical background, developing activities in the
area; 2- because of its communicational content, Digital DE cannot be understood and
thought of as mere "education" in its traditional sense; it is a new social practice enabled by
the advances in the fields of information technology and communication; 3- Digital DE has
a communicative rationality, that is, it is an activity that is performed to the extent in which
the individuals involved in the educational process produce and experience communicative
situations that ensure the meeting of their needs; 4- from what we have just said, it is
coherent and, in our view, most appropriate, that the Digital DE activity be understood as
"pedagogical communication"; 5- the field of Digital DE has its own problems and
specificities, a factor that prevents us from understand it or interpret it based only on the
theoretical knowledge from the field of presential education.<br>Doutorado<br>Doutor em Multimeios
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Oliani, Gilberto. "O uso da videoconferência em um curso na modalidade semipresencial." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251235.
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Orientador: Elisabete Monteiro de Aguiar Pereira<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-18T08:31:53Z (GMT). No. of bitstreams: 1
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Previous issue date: 2011<br>Resumo: Este trabalho objetivou pesquisar como ocorreu o processo de ensino e aprendizagem, com e por meio da videoconferência, durante o primeiro curso de mestrado stricto sensu semipresencial, ministrado na sala de videoconferências da Faculdade de Educação - FE da Unicamp, em 2006, com o Centro Federal de Educação Tecnológica - CEFET de Cuiabá por meio do Programa Minter. Participaram 10 professores da Unicamp: 06 ministraram aulas na FE e 04 em Cuiabá. Participaram 30 alunos: 20 assistiram aulas na sala de videoconferência da FE e 10 em Cuiabá. Adotamos a metodologia de pesquisa qualitativa e documental e usamos como instrumentos de análise: vídeos das videoconferências; relatórios durante videoconferências; relatórios de acessos dos alunos aos vídeos; questionários de alunos e professores. Visamos conhecer como professores e alunos consideram a educação semipresencial, como ocorre a interação professor-aluno, como professores atuam com o uso da videoconferência e reconhecer quais, as necessárias competências docentes, qual o impacto da tecnologia para o ensino semipresencial e as tecnologias a serem aprimoradas para a produção midiática e o uso em videoconferência. A análise demonstrou que a implantação de cursos com o uso da videoconferência demanda novas formas no processo de ensino e aprendizagem; que há necessidade do professor desenvolver competências pedagógicas, didáticas e técnicas para o ensino semipresencial com o uso da tecnologia; que é relevante o preparo dos conteúdos midiáticos apropriadamente. Acreditamos que o trabalho possa oferecer subsídios e diretrizes para a implantação de um Programa de Preparação de Professores, na Faculdade de Educação, para o uso da videoconferência em cursos semipresenciais.<br>Abstract: This study has aimed to investigate how took place the teaching and learning process, with and through videoconferencing during the first stricto sensu Masters blended course, taught in the videoconferencing room at the Faculty of Education - FE Unicamp in 2006 with the Federal Center for Technological Education - CEFET of Cuiabá, through Minter Program. We adopted a qualitative and documentary research methodology and used as analytical tools: recorded videoconferencing sessions; reports during videoconferences sessions; students reports regarding recorded videos, questionnaires received from students and teachers. We aimed to know how teachers and students see the semi-distance education, how the interaction between teacher and student happens, how teachers behave with the use of videoconferencing and to recognize which are the necessary teacher skills, what is the impact of technology to the semidistance education and the technologies to be improved to the mediatic production and the use in videoconferencing. The analysis has shown that the implementation of courses using videoconferencing demands new ways in the teaching and learning process; that the teacher needs to develop pedagogical, didatic and technical skills to the semi-distance education with the use of technology. We believe that this study can offer subsidies and guidelines to the implementation of a Teacher Preparation Program, in the Faculty of Education, to the use of videoconferencing in semi-distance courses.<br>Mestrado<br>Ensino e Práticas Culturais<br>Mestre em Educação
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Vaz, Sebastião Cesar Galindo. "Projeto executivo para produção de manual para orientação dos docentes usuários dos tablets distribuídos pelo programa aluno conectado na rede estadual de educação de Pernambuco." Universidade Federal da Paraíba, 2016. http://tede.biblioteca.ufpb.br:8080/handle/tede/8876.
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Previous issue date: 2016-07-17<br>In contemporary society the inclusion of Digital Technologies of Information and
Communication (TDIC) in Education is a growing and irreversible process. Knowledge is no
longer watertight and immutable, as acquired a transitory nature, where we are constantly
learning, building new concepts. The educational space, as well as other places, but this in a
more specific way, gets increasingly demands requiring the creation of new forms of
construction and dissemination of knowledge. It is pertinent then highlight in this context how
these "new" technologies can help or assist the student in learning. In this sense
emblematically comes the teacher figure as the link between TDIC and its effective
applicability in the classroom. It is necessary, then the construction of new pedagogical
concepts whose development through the use of new technological resources, now available
to all. This is what is being experienced, in our view, in the State of Pernambuco Network of
Education through Student Connected Program, which promotes access to digital materials
(tablets) for use in teaching and learning process. However there is a need to optimize the use
of tablets in the classroom, because even though students have the equipment, the teachers do
not know the content or applications embedded in them. Because of this lack of knowledge
arises the need to create a manual for the guidance of users of tablets teachers distributed by
Connected Student Program in the state of Pernambuco network of education. In this sense,
this paper aims to produce the Detailed Design for creating a manual to guide teachers on the
best use of content and applications available on tablets given to high school students of the
Pernambuco State Education Network. It was conducted qualitative and descriptive research,
whose sources of information consisted of documents and digital content available at the
machine, facilitating the technical description, followed by the identification of applications
available on the device. After the whole process of research, data collection and theoretical
basis, it is possible to confirm the importance the idealization of production and manual as a
product. Thus, the executive project for the preparation of a handbook for users of tablets
teachers distributed by the Program Connected Student in the state system of Pernambuco,
comes to fill a gap so far not met, which prevents the use of technological tools such as a
possible contributor to increase the educational levels of the beneficiary schools. It is
important to also point out that that manual does not claim to be restricted to the work of its
creator environment, but want to consolidate itself as an innovation to the Program Connected
Student, expanding their access to all beneficiaries teaching units of the program of to allow
other network teaching can make better use of the equipment.<br>Na sociedade contemporânea a inclusão das Tecnologias Digitais da Informação e
Comunicação (TDIC) na Educação é um processo crescente e irreversível. Os saberes já não
são mais estanques e imutáveis, pois adquiriram um caráter transitório, onde estamos
constantemente aprendendo, construindo novos conceitos. O espaço educacional, assim como
outros espaços, mas este de uma maneira mais específica, recebe cada vez mais demandas
exigindo a criação de novas formas de construção e difusão do conhecimento. É pertinente
então destacar, nesse contexto, de que forma essas “novas” tecnologias podem contribuir ou
favorecer o aluno na aprendizagem. Nesse sentido surge emblematicamente a figura do
professor como o elo entre as TDIC e a sua efetiva aplicabilidade em sala de aula. É mister,
então, a construção de novas concepções pedagógicas, cuja elaboração passa pelo uso dos
novos recursos tecnológicos, ora a disposição de todos. É o que vem sendo experimentado, a
nosso ver, na Rede Estadual de Educação de Pernambuco através do Programa Aluno
Conectado, que favorece o acesso a materiais digitais(tablets) para uso nas atividades de
ensino e no processo de aprendizagem. Entretanto há uma necessidade de otimizar o uso dos
tablets em sala de aula, pois muito embora os alunos disponham dos equipamentos, os
docentes não conhecem os conteúdos ou aplicativos inseridos neles. Em virtude dessa falta de
conhecimento surge a necessidade de criar um manual para orientação dos docentes usuários
dos tablets distribuídos pelo Programa Aluno Conectado na rede estadual de educação de
Pernambuco. Nesse sentido, o presente trabalho tem como objetivo produzir um projeto
executivo para editoração e publicação de um Manual de Orientação no uso dos aplicativos
disponíveis nos tablets distribuídos pelo Programa Aluno Conectado, para docentes de escolas
estaduais de Pernambuco. Foi realizado pesquisa qualitativa e descritiva, cujas fontes de
informação foram constituídas por documentos e por conteúdos digitais disponíveis no
próprio equipamento, facilitando a descrição técnica, seguindo-se da identificação dos
aplicativos disponíveis no artefato. Após todo o processo de pesquisa, na obtenção de dados e
na fundamentação teórica, é possível confirmar a importância na idealização da produção e do
manual, como produto. Dessa forma, o projeto executivo para elaboração de um manual
destinado aos docentes usuários dos tablets distribuídos pelo Programa Aluno Conectado na
rede estadual de Pernambuco, vem suprir uma lacuna até então não preenchida, que impede o
uso da ferramenta tecnológica, como elemento que pode contribuir para elevação dos índices
educacionais das escolas beneficiadas. Sendo importante também salientar, que o referido
Manual não tem a pretensão de ficar restrito ao ambiente de trabalho do seu idealizador, mas
deseja se consolidar como uma inovação ao Programa Aluno Conectado, expandindo seu
acesso à todas as unidades de ensino beneficiárias do programa, de modo a permitir que os
demais docentes da rede possam fazer melhor uso dos equipamentos.
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Furstenburg, Elizabeth Agnes. "Bridging the digital divide : a South African perspective on minimally invasive education." Diss., University of Pretoria, 2005. http://hdl.handle.net/2263/26180.
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Advances in Information and Communication Technologies (ICTs) have brought many opportunities to South Africa and also challenges, such as narrowing the gap, known as the digital divide, between those who have (the “haves”) and those who do not have (the “have-nots”) access to ICTs. The majority of South Africans living in developing areas throughout South Africa do not have access to computers and are mostly computer illiterate. The Council for Scientific and Industrial Research (CSIR) launched their Digital Doorway project across South Africa to evaluate the feasibility of an alternative computer training method following a minimally invasive educational approach. Within the scope of the CSIR’s project, this research study endeavoured to explore to what extent and how the children had obtained computer skills, without the guidance of a facilitator, during the Digital Doorway project launched in Atteridgeville, Pretoria. A qualitative research methodology was adopted for the study. During the course of this research project, it was not possible to determine whether the children obtained any initial or additional computer skills, since the children were mostly unable to use the computers due to the malfunctioning thereof. The findings of this study coincide with authoritative literature on the topic which points out that real ICT access entails more than merely installing hardware and software.<br>Dissertation (MEd (Computer Assisted Education))--University of Pretoria, 2007.<br>Curriculum Studies<br>unrestricted
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Carvalho, Juliano Maurício de. "CIDADANIA DIGITAL: Um estudo do programa brasileiro para a sociedade da informação." Universidade Metodista de São Paulo, 2005. http://tede.metodista.br/jspui/handle/tede/744.
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Previous issue date: 2005-04-29<br>The research analyzes the Green Book, published in 2000 by the Ministry of Science and Technology, in an effort to understand the actions of the State in the introduction of the country in the "Information Society". The study focuses on the initiatives for digital inclusion, both from governmental and non -governmental entities and its relation with the increase of the concept of citizenship. The research uses the documental method and the historic-critical approach to interpret the actions of public and private entities in creating public policy that defines Brazil's strategical objectives and the goals for information and communication technologies (ICT).<br>A pesquisa analisa o Livro Verde, publicado em 2000 pelo Ministério da Ciência e Tecnologia, buscando compreender as ações do Estado na introdução do país na sociedade da informação . O estudo enfoca as iniciativas de inclusão digital
estatais e não-governamentais e sua relação com a ampliação da cidadania. A pesquisa faz uso do método documental e da abordagem histórico-crítica para interpretar a ação dos atores públicos e privados na formulação das políticas públicas que definem os objetivos estratégicos e as metas do Brasil para a área das tecnologias da informação e comunicação (TIC).
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Santos, Gabriel Borges dos. "Internet, políticas públicas e suas múltiplas perspectivas de inclusão/exclusão digital." Universidade do Vale do Rio dos Sinos, 2017. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6319.
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Previous issue date: 2017-04-04<br>UNISINOS - Universidade do Vale do Rio dos Sinos<br>Este trabalho buscar identificar as novas perspectivas relacionadas à internet através da interação dos usuários com os dispositivos, assim como investigar a interação criada pelas TICs e o surgimento da nova sociedade da informação. Tenta-se identificar a construção dos primeiros passos da tecnologia até os dias atuais, passando da domesticação dos animais até a criação da internet e suas inferências no cotidiano dos indivíduos, bem como trazer para discussão a desigualdade digital no Brasil, e, através de uma pesquisa in loco, estudar as emergências relacionadas ao acesso à internet através de rede pública no município de Alvorada (RS). Para tanto, procura-se refletir sobre a “nova sociedade” baseada na internet e a percepção do indivíduo sobre o acesso, a rede e sua manutenção<br>This theses aims to identify new perspectives related to the internet through the interaction of users with devices, as well as to investigate the social interactions created by ICTs and the emergence of the new information society. It also aims to identify the first steps of technology to the present day, from the animals' domestication to the creation of the internet and its inferences in the individuals' daily life, as well as to discuss the digital inequality in Brazil. Through a research in loco, the work investigates the emergencies related to the access to the internet through Wireless public municipal broadband networks in the city of Alvorada (RS). In order to do so, we analyze the "new society" based on the Internet and the individual's perception about the access and maintenance of municipal broadband.
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Cavalcante, Josineide de Lira Soares. "Inserção das tecnologias digitais de informação e comunicação em escolas públicas de Ensino Médio de Petrolina-PE." Universidade Federal da Paraíba, 2017. http://tede.biblioteca.ufpb.br:8080/handle/tede/9687.
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Previous issue date: 2017-05-09<br>The Digital Information and Communication Technologies (DICT) are responsible for the foremost contemporary social and cultural transformations. The new educational landscape imposes new challenges and establish the reconfiguration of the teaching-learning processes. Since 2009, the Pernambuco State Education Secretariat (SES/PE) is adopting strategies for digital inclusion aiming to enhance the pedagogical activities and techniques, providing resources, tools and programs to encourage the use of the DICT. This work is aimed to analyze the digital inclusion perspective with relation to inclusion of DICT on teaching practice in secondary schools in the municipality of Petrolina, State of Pernambuco. The specific objectives were to map the DICT available and the most worked by teachers in secondary schools of the municipality of Petrolina; identify government programs related to insertion of DICT on public schools in the State of Pernambuco; call attention to the main advantages and disadvantages encountered by teachers on adoption of didactic-pedagogical
strategies of utilization of DICT teaching-learning processes; and raise the teaching needs in
employment of the DICT. On completion of the survey, it has been observed on the provision,
implementation, educational and administrative requirements. The approach has been quantitative and qualitative. With respect to the type, this research has been classified as exploratory and descriptive. The study was carried out using the bibliographical research. As research instrument, the questionnaire has been adopted for data collection procedures and direct observation. The research subjects was comprised of 45 teachers from three secondary schools of the state educational network with different teaching modalities: regular, full and half-integral in the municipality of Petrolina-PE. The results show that although the SES/PE has offered a computer park to schools and ensure the access to the
school community it is visible that there was no concern to prepare the teacher to deal with
pedagogical situations concerning the utilization of DICT teaching in the classroom. There are also many challenges to be faced and solved, in addition to the problems with connectivity and the issue of ongoing education for the insertion of the DICT. This study points to the necessity of improvement of teacher training strategies for the full use of DICT in its pedagogical practive.<br>As Tecnologias Digitais de Informação e Comunicação (TDIC) são responsáveis pelas principais
transformações socioculturais contemporâneas. O novo cenário educacional impõe novos desafios e
estabelecem a reconfiguração dos processos de ensino-aprendizagem. Desde 2009, a Secretaria de
Educação do Estado de Pernambuco (SEE-PE) vem adotando estratégias para a inclusão digital com o
intuito de potencializar as atividades pedagógicas e técnicas, disponibilizando recursos, ferramentas e
programas de incentivo ao uso das TDIC. Este trabalho tem como objetivo principal analisar quais as
perspectivas de inclusão digital relacionada à inserção das TDIC na prática docente em escolas de
Ensino Médio de Petrolina-PE e como objetivos específicos, mapear as TDIC disponíveis e as mais
trabalhadas pelos professores nas escolas de Ensino Médio do Município de Petrolina; identificar os
programas governamentais relacionados à inserção das TDIC na Rede Pública de Ensino do Estado de
PE; apontar as principais vantagens e desvantagens encontradas pelos docentes na adoção de
estratégias didático-pedagógicas de utilização das TDIC nos processos de ensino-aprendizagem e
levantar as necessidades docentes no emprego das TDIC. Durante a realização da pesquisa, foram
observados aspectos referentes à disponibilização, aplicação, necessidades pedagógicas e
administrativas. Utilizou-se quanto a forma de abordagem a pesquisa qualitativa e quantitativa,
exploratória, descritiva e bibliográfica documental, tendo como instrumento de pesquisa o
questionário, adotado para os procedimentos de coleta de dados e da observação direta. Os sujeitos da
pesquisa foram 45 docentes de três escolas de Ensino Médio da rede estadual nas modalidades de
ensino regular, integral e semi-integral do município de Petrolina-PE. Os resultados mostram que
apesar da SEE-PE ofertar um acervo tecnológico para as escolas e garantir o acesso à comunidade
escolar, percebe-se que não houve a preocupação em preparar o professor para lidar com as situações
pedagógicas que envolvem o uso das TDIC em sala de aula. Constatou-se que há muitos desafios a
serem enfrentados e solucionados, além dos problemas com a conectividade e a questão da formação
continuada voltada para a inserção das TDIC. Este estudo aponta para necessidade de aperfeiçoamento
das estratégias de formação de professores para o uso pleno das TDIC em seu fazer pedagógico.
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Tribuna, Rui Beltrão Coelho. "Transparência Digital na Administração Direta em Portugal." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2021. http://hdl.handle.net/10400.5/21461.
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Dissertação de Mestrado em Gestão e Políticas Públicas<br>O objetivo desta dissertação consistiu em avaliar o estado da transparência digital dos
organismos públicos da Administração direta, partindo da seguinte questão de partida: Qual o nível de transparência digital da Administração direta portuguesa?
Procedeu-se ao levantamento da produção científica nesta área temática, com enfoque na literatura mais recente, procedendo à sua síntese em torno dos referenciais teóricos relevantes, designadamente, o enquadramento legal da transparência pública digital, o que permitiu identificar as dimensões da transparência digital a avaliar através de 19 indicadores diferentes.
A investigação, metodologicamente um estudo exploratório e descritivo, recorreu à
observação direta dos sítios eletrónicos da Administração, procedendo à recolha e tratamento estatístico dos dados de forma a obter um diagnóstico do seu grau de adesão à transparência digital.
Procedeu-se à observação dos portais e sítios eletrónicos dos 94 organismos da Administração direta, em referência ao ano de 2018, sendo estas entidades públicas e respetivos ministérios, posteriormente ao tratamento dos dados, classificados, em ordenação decrescente em função dos valores obtidos, num ranking geral do nível de transparência digital.
Através do presente estudo é possível afirmar que o nível da transparência digital da
Administração direta é ainda reduzido, apresentando um quadro de conformidade, com a legislação em vigor, incipiente e extremamente disperso, denotando a pouca atenção dada à temática pela maioria dos organismos.<br>The purpose of this dissertation is to assess the present state of online transparency in Public Administration. To that effect it was established the starting point research question: what is the online transparency level of the Portuguese Administration?
It began by searching the scientific production in this area, mainly the most recent literature.
The synthesis was made upon theoretical references of this matter, namely the legal framework of public online transparency. This lead to identify the analytical dimensions and the 19 different indicators that measures of online transparency.
This investigation is methodologically an exploratory and descriptive research. It made use of direct observation of the official websites of the Administration for data collection. The data was then processed and statistically treated to reach a diagnosis of the online transparency level of the Administration.
94 public services websites were studied - considering the year 2018 - and the results were sorted in a general ranking of online transparency. The data was also compiled in a ministry ranking of online transparency.
Based on these findings it was possible to realize that level of the online transparency of the Administration is still quite low. The degree of legal noncompliance is well spread in public services that do not prioritize this matter.<br>N/A
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Mota, Gersivalda Mendonça da. "Possibilidades de uso do site de rede social Youtube na educação básica em Itabaiana-SE." Pós-Graduação em Educação, 2018. http://ri.ufs.br/jspui/handle/riufs/9006.
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In today's scenario of changes in society and in people's daily lives, we understand that these changes must also happen in the educational space. It has been found that many platforms and technological devices are available for educational use, among them YouTube, a social networking site that shares videos produced by different people. Thus, this research was designed to answer the question about the possibilities of using the social networking site Youtube in basic education. Its objective was to investigate the possibilities of using the social networking site Youtube with teachers of basic education in the municipality of Itabaiana, in Sergipe. To meet this demand, we sought to discuss the possibilities of using the Youtube social networking site in basic education, through a proposal to create and co-create videos with teachers through a training course. The work was based on the methodology of Research-training, used by it to be situated in a perspective of commitment and of implication of the researchers with their practices, allowing individual and / or collective changes. Through this methodology, an authorial training device was developed, the workshop entitled "Possibilities of using the Youtube social network in education", with a total workload of forty hours. In this workshop, it was possible to share knowledge about the possibilities of Youtube in the learning process, in addition to proposing the development of a channel so that teacher could produce and share on the internet videos with their students. In order to collect data from this research, we used as a technique the application of a questionnaire to know the profile of teachers, observation of teachers in the school space, production of research diaries and participant observation of the activities developed during the workshop. It was observed that teachers knew and even used the site in their classes, but just like any other didactic material, that is, to reproduce the information, leaving aside the possibility of being the author or co-author of new productions more related to their reality and its culture. As a result of the workshop offered, the participating teachers co-produced videos and culminated in school to socialize with the school community their productions, but not everyone was able to make available on the Youtube channel the productions made. We realize that non-sharing on Youtube is related to two factors: lack of immersion of teachers in cyberculture, regarding the use of this culture in education, and availability to carry out ongoing teacher training activities. Educational policies, whether at the municipal, state or federal level, have not contributed to the fact that teachers have, during their work hours, moments of continuous formation. In this way, the use of digital technologies in the classroom becomes increasingly distant from happening, because for the effective use of these technologies in education it is necessary a continuous training that goes beyond simple training or punctual capabilities.<br>No cenário atual, de mudanças na sociedade e na vida cotidiana das pessoas, entendemos que essas mudanças precisam acontecer também no espaço educacional. Verificou-se que muitas plataformas e dispositivos tecnológicos encontram-se à disposição para uso educacional, dentre elas o Youtube, um site de rede social que compartilha vídeos produzidos por pessoas diversas. Assim delineou-se esta pesquisa, que buscou responder ao questionamento acerca das possibilidades de uso do site de rede social Youtube na educação básica. Seu objetivo foi investigar as possibilidades de uso do site de rede social Youtube com professores da educação básica no município de Itabaiana, em Sergipe. Para atingir essa demanda, buscou-se discutir as possibilidades de utilização do site de rede social Youtube na educação básica, através de uma proposta de criação e cocriação de vídeos com os professores por meio de um curso de formação. O trabalho baseou-se na metodologia da pesquisa-formação,se situar numa perspectiva de compromisso e de implicação dos pesquisadores com suas práticas, permitindo mudanças individuais e/ou coletivas. Através desta metodologia, foi desenvolvido um dispositivo autoral de formação docente, a oficina intitulada: “Possibilidades do uso da rede social Youtube na educação”, com carga horária total de quarenta horas. Nesta oficina, foi possível compartilhar conhecimentos sobre as possibilidades do Youtube no processo de aprendizagem, além de propor o desenvolvimento de um canal para que professor pudesse produzir e compartilhar na internet os vídeos com seus alunos. Para o levantamento de dados desta investigação, foram utilizadas como técnicas a aplicação de questionário para conhecer o perfil dos professores, observação dos docentes no espaço escolar, produção de diário de pesquisa e observação participante das atividades desenvolvidas durante a oficina. Observou-se que os professores conheciam e até utilizavam o site em suas aulas, mas apenas como qualquer outro material didático, ou seja, para reproduzir as informações, deixando de lado a possibilidade de ser autor ou coautor de novas produções mais relacionadas a sua realidade e a sua cultura. Como resultados da oficina oferecida, os professores participantes cocriaram vídeos e fizeram a culminância na escola para socializar com a comunidade escolar suas produções, porém nem todos conseguiram disponibilizar no canal do Youtube as produções realizadas. Percebemos que o não compartilhamento no Youtube está relacionado a dois fatores: falta de imersão dos professores na cibercultura, no que se refere à utilização desta cultura na educação, e disponibilidade para a realização de atividades de formação continuada. As políticas educacionais, seja no nível municipal, estadual ou federal, não têm contribuído para que os professores tenham, dentro da sua carga horária de trabalho, momentos de formação continuada. Desta forma, a utilização das tecnologias digitais na sala de aula torna-se cada vez algo distante de acontecer, pois para o efetivo uso destas tecnologias na educação é preciso uma formação continuada que vá além de simples treinamentos ou capacitações pontuais.<br>São Cristóvão, SE
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Filho, Carlos Alberto Cordeiro de Sá. "Influência das TIC na dinâmica cultural e política de comunidades." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/18/18142/tde-19122006-175142/.
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Por meio de levantamento bibliográfico e análise de relatos de experiências práticas, trata do advento da difusão das tecnologias da informação e comunicação TIC e do estabelecimento de novos paradigmas para as organizações e atividades humanas. Observa que o conceito clássico de comunidade, que determina os grupos formados por indivíduos contidos em um território físico e unidos por laços de sociabilidade e por sentimentos e interesses comuns, tem sido remodelado. Esse fenômeno parece estar ocorrendo principalmente sob influência da aceleração dos processos comunicacionais de partilha dos códigos pertencentes aos patrimônios culturais próprios das comunidades que, atualmente, podem ocorrer dentro ou fora de um mesmo território físico ou mesmo em ambientes virtuais, o que amplia a abrangência e fragmentação geográfica do grupo e viabiliza a existência de comunidades locais, ampliadas e virtuais. Ao mesmo tempo, discute que a problemática da exclusão social demonstra que o mesmo rol de ferramentas e de opções tecnológicas que pode ser utilizado para a promoção e coesão dos grupos pode ter efeito de aumento da discrepância de oportunidades e desigualdades entre excluídos e incluídos. Nesse sentido, afirma que as questões da inclusão digital e a geração da cultura de organização em rede estão diretamente ligadas à possibilidade de viabilização efetiva do trinômio democracia, cidadania, soberania popular e à conquista e manutenção de direitos que garantam a promoção humana e a autonomia das comunidades. Ao discutir as TIC e a necessidade de inclusão digital, procura apresentar classificação ideal para as comunidades, de acordo com seu nível de envolvimento e aprofundamento no conhecimento, uso e manipulação das mesmas para seu desenvolvimento. Conclui que é preciso que se opte por ações estabelecidas, como políticas públicas integradas e universalizantes, que se desenvolvam a partir da participação ativa e constante das comunidades para que a inclusão digital possa promover a inclusão social, e para que se estabeleça como direito à construção participativa da via ubíqua, crítica e solidária de recepção e transmissão de informações e conhecimentos entre as comunidades.<br>By means of bibliographical research and analysis of practical experience accounts, this work deals with the emergence of the information and communication technologies diffusion and the establishment of new paradigms for human organizations and activities. The work points out that the classical concept of community, which determines the groups formed by individuals within the same physical territory and linked by bonds of sociability and by common feelings and interests, has been remodeled. This phenomenon seems to take place especially under the influence of the acceleration of communicational processes of share of the codes belonging to the cultural patrimonies characteristic of communities which can, nowadays, occur inside or outside a common physical territory or even in virtual environments, which broadens the groups reach and geographical fragmentation and enables the existence of local, widened and virtual communities. At the same time, this work discusses that the problem of social exclusion shows that the same set of tools and technological options which may be used for group promotion and cohesion, may result in increased opportunity discrepancy and inequality between included and excluded community members. In this direction, the work states that issues regarding digital inclusion and the generation of network organization culture are directly connected to the effective implementation of the democracy, citizenship and popular sovereignty trinomial, and to the conquest and maintenance of rights which ensure human promotion and community autonomy. While discussing the ICT and the necessity for digital inclusion, the work seeks to present an ideal classification for communities, according to their level of involvement and deepening into knowledge, use and manipulation of those for their development. The work concludes that an option is necessary for established actions as integrated and universalizing public policies which develop from the active and constant participation of the communities so that digital inclusion may promote social inclusion and establish itself as a right for the participative construction of the ubiquitous, critical and solidary path for the reception and transmission of information and knowledge among communities.
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Marques, Fabrício Rodrigo. "Formação inicial para o uso de TDIC em educação: análise da experiência do curso de Pedagogia da PUCSP." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/10247.
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Previous issue date: 2015-09-10<br>Initial training for the use of digital information and communication technologies
(TDIC) in education should be made by training courses for teachers, in particular,
the teaching courses. However, this training, according to the constant technological
innovations must be continued in order to guarantee teachers the opportunity to carry
out educational experiments supported by well-founded and qualified TDIC. This
research was organized around the question: how to build the initial training of
pedagogy course students of PUCSP for use of TDIC in education, with the support
Moodle learning virtual environment? And had the overall objective: reflect on
thecontinuing education process of teachers for the use of TDIC in education, based
on analysis of initial training experiences of the Faculty of Education students at
PUCSP for the use of TDIC in education, supported by the environment Moodle
virtual learning. And for specific objectives: to characterize the initial training for the
use of TDIC in education offered in the Faculty of Education at PUCSP; analyze the
experiences of teaching and learning the Faculty of Education, held in the Moodle
environment, the classes 2011 and 2014; and identify possibilities for continued
teacher training, using the Moodle environment for the use of technology in teaching
and learning processes. The study was conducted in the form of qualitative research
procedures and utilized as the documentary analysis of the National Curriculum
Guidelines, the pedagogical project of the course of Pedagogy PUCSP; and teaching
plans for thematic units who study technology in education. In addition, reviewed the
records of educational experiences of initial training, developed with students of the
course in Moodle environment used for the 2011 and 2014 classes were considered:
student participation in forums and educational activities proposed and the collective
construction knowledge registered in this context<br>A formação inicial para o uso de tecnologias digitais de informação e comunicação
(TDIC) em educação deve ser realizada pelos cursos de formação de educadores,
em particular, os cursos de Pedagogia. No entanto, essa formação, em função das
constantes inovações tecnológicas deve ser continua, no sentido de garantir aos
professores a possibilidade de realizar experiências educativas apoiadas em TDIC
bem fundamentadas e qualificadas. Esta investigação se organizou em torno da
questão: como se constrói a formação inicial dos alunos do curso de pedagogia da
PUCSP para uso de TDIC em educação, com o apoio do ambiente virtual de
aprendizagem Moodle? E teve por objetivo geral: refletir sobre os processos de
formação continuada de professores para o uso da TDIC em educação, baseado na
análise das experiências de formação inicial dos alunos do curso de Pedagogia da
PUCSP para o uso de TDIC em educação, apoiadas pelo ambiente virtual de
aprendizagem Moodle. E, por objetivos específicos: caracterizar a formação inicial
para o uso de TDIC em educação oferecida no curso de Pedagogia da PUCSP;
analisar as experiências de ensino e aprendizagem do curso de Pedagogia,
realizadas no ambiente Moodle, para as turmas 2011 e 2014; e identificar
possibilidades de formação continuada de professores, com a utilização do ambiente
Moodle, para o uso das tecnologias em processos de ensino e aprendizagem. O
estudo foi realizado na forma de pesquisa qualitativa e utilizou como procedimentos
a análise documental: das Diretrizes Curriculares Nacionais, do Projeto Pedagógico
do curso de Pedagogia da PUCSP; e dos planos de ensino das unidades temáticas
que estudam tecnologias em educação. Além disso, analisou os registros das
experiências educativas de formação inicial, desenvolvidas com os alunos do curso
no ambiente Moodle utilizado para as turmas de 2011 e 2014. Foram considerados:
a participação dos alunos nos fóruns e nas atividades de ensino propostas e a
construção coletiva do conhecimento registrada neste contexto
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Medeiros, Lilian Maria de. "Os caminhos da docência na era digital : a utilização da sala de informática em escolas de São Carlos." Universidade Federal de São Carlos, 2008. https://repositorio.ufscar.br/handle/ufscar/2468.
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Previous issue date: 2008-08-22<br>Financiadora de Estudos e Projetos<br>In the present context, the continuous technological innovations and the emergence of new technologies allow the increase of the communication possibilities and the exchange of information and knowledge between people. In the educational field, we have contributions from recent studies with respect to the use of computers by teachers in the school context and its implications, as the studies by Valente, Barreto, Kenski, Beloni, Borba and Penteado, Fernandes, Monaco, and others. The present work is related to this field and seeks to answer the following question: What do the teachers think about the computer classrooms of the project School of the Future in São Carlos city for the students teaching and learning process? The goal of this work was to identify and to analyze the conceptions about the utilization of computers for the teaching-learning process in the school units where the project School of the Future is
taking place. The main data source of this work was the answers to the questionnaire and interviews given by teachers who work in the school units where the project has
been implemented. I analyzed the teachers perceptions on the possible contributions of the TICs to the work that has been carried out in the schools; on the students reactions
to the use of computers in the classrooms; on the project School of the Future ; on the rules related to the use of the computer classrooms; and on the educational requirements for using the computers as a pedagogical tool. I used a questionnaire with open and close questions and semi-structured interviews in order to collect the data, which was
analyzed later on in a qualitative way with the aim of establishing relations and identifying the perspectives of the research volunteers. For organization and systematization, some data is presented in graphs. To conclude, I realized that the teachers who took part in this research believe in the positive contribution of the use of computers in the school context, but they don t really use the available computers in the school due to lack of time, lack of skills or bureaucratic barriers. Also, many of them aren t aware of the school rules concerning the use of the computers, and in other cases,
they believe that the computers classrooms should not be used by them. The data also revealed the necessity of some changes in the schools so that the teachers can use the
available TICs, as well as more incentives by the education managers and the implementation of public policies for this practice.<br>No atual contexto, as constantes inovações tecnológicas e o aparecimento de novas tecnologias permitem o adensamento das possibilidades de comunicação, de trocas de informação e de conhecimentos entre as pessoas. No campo educacional, temos contribuições de estudos recentes a respeito do uso de computadores por professores no contexto escolar e suas implicações, como os estudos de Valente, Barreto, Kenski,
Beloni, Borba e Penteado, Fernandes, Monaco e outros. Este trabalho insere-se nesse campo e busca responder ao seguinte questionamento: Como os professores concebem
as salas de informática do projeto Escola do Futuro da cidade de São Carlos no processo de ensino e aprendizagem dos alunos? O objetivo do trabalho foi identificar e analisar as concepções sobre a utilização de computadores no processo de ensinoaprendizagem nas instituições onde está instalado o projeto Escola do Futuro. Utilizei como fontes de dados para o trabalho as respostas aos questionários e entrevistas, respondidos pelos professores que atuam nas unidades escolares onde está implantado o projeto. Foram utilizados como instrumentos de coleta de dados um questionário com
questões abertas e fechadas e entrevistas semi-estruturadas. Foram analisadas as percepções dos professores sobre as possíveis contribuições das TICs no trabalho realizado na escola, sobre como os alunos reagem frente à utilização dos computadores nas aulas, sobre o projeto Escola do Futuro, sobre as normas para utilização desse espaço e as necessidades formativas para esse trabalho. Os dados foram abordados de maneira qualitativa procurando estabelecer relações e captar a perspectiva dos sujeitos da investigação. Para organização e sistematização, alguns dos dados são apresentados em forma de gráficos. Os resultados mostram que os professores participantes da pesquisa acreditam na contribuição dos computadores no contexto escolar, porém, não utilizam os computadores disponíveis nas escolas por falta de tempo, domínio prático ou impossibilidades burocráticas. Muitos professores participantes desconhecem qualquer normalização para o uso desses equipamentos, e em outros casos acreditam que esse espaço não deve ser utilizado por eles. Os resultados apontam também uma necessidade de rearranjos da escola para que o professor utilize as novas TICs
disponíveis, de incentivos por parte dos gestores e de implementação de políticas públicas para tal prática.
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Silva, Williane Rodrigues de Almeida. "Implementação de um instrumento para avaliação da alfabetização computacional para ingressantes no ensino superior." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/100/100131/tde-12112018-140817/.
Full textAbstract:
O mundo está em constantes transformações. Essas transformações estão baseadas, em grande parte, nas tecnologias da informação e comunicação (TICs) que fornecem elementos necessários para a construção desta nova sociedade que celeremente surge e se altera. Muitas são as vantagens dos indivíduos habilitados no uso da TIC. A ausência dessa habilitação restringe oportunidades sociais importantes, o que torna ainda maior a relevância deste conhecimento no meio acadêmico, no qual os alunos são sempre chamados para realizar atividades que se utilizam de computadores e aplicativos, exigindo, portanto, conhecimentos e habilidades a respeito da TIC. Os dispositivos de TIC tornaram-se cada vez mais acessíveis à população em geral, e os aplicativos também têm oferecido habilidade intuitiva. Ainda assim, constata-se que a autoaprendizagem sobre TIC é restrita a alguns aspectos específicos, e ainda considerada insuficiente para um preparo minimamente adequado. Como agravante, as ações de incorporação da TIC no ensino público no Brasil, ainda são malsucedidas. Este trabalho teve como objetivo principal elaborar um instrumento que avalie os níveis de conhecimentos e habilidades relacionados a Alfabetização Computacional (AC) de indivíduos. A carência desses conhecimentos e habilidades relacionados à AC prejudica o desempenho acadêmico e sua integração na sociedade digital. Conhecer o nível de conhecimento de AC possibilita identificar pontos de melhoria necessários na educação em informática. Para o desenvolvimento desse instrumento, esta pesquisa partiu das revisões Ad hoc e sistemática, e contribuições de instrumentos desenvolvidos por alunos de graduação em Sistema de Informação (SI), que contribuíram para a elaboração da primeira versão do instrumento de avaliação da AC proposto nesta pesquisa. Essa primeira versão foi aplicada a alunos de pós-graduação em SI por meio da técnica de grupo focal, gerando a segunda versão. A segunda versão foi apresentada a discentes da graduação de SI da turma de Introdução à Administração para Computação, para aplicar por meio de survey o instrumento em alunos ingressantes de cursos que não são relacionados a TIC, bem como sugerir melhorias para o instrumento. Após a aplicação dos dados obtidos por meio do survey com a colaboração de alunos de graduação em SI coordenados pelo pesquisador, tem-se a terceira e última versão do instrumento de avaliação da AC. Com essas validações o instrumento tornou-se mais robusto, ficando apto para ser aplicado a alunos ingressantes do ensino superior de universidades públicas e privadas, mas também em alunos que estão no ensino médio e irão para o mercado de trabalho ou para o meio acadêmico. Assim, dos nove instrumentos elaborados, seis foram considerados válidos: editor de texto, e-mail, mensagem instantânea, planilhas eletrônicas, sistema operacional, e ferramenta de busca<br>The world is in constant transformation. These transformations are based, in large part, on information and communication technologies (ICTs) that provide the necessary elements for the construction of this new society, which is rapidly emerging and changing. Many are the advantages of qualified individuals in the use of ICT. The absence of this qualification restricts important social opportunities, which makes even greater the relevance of this knowledge in the academic environment, in which students are always called to carry out activities that use computers and applications, requiring, thus, knowledge and skills regarding the ICT. ICT devices have become increasingly accessible to the general population, and applications have also offered intuitive ability. The offer, the domain and the access to such devices promote what has been called Digital Inclusion. Nevertheless, self-learning on ICT is restricted to some specific aspects, and still considered insufficient for a minimally adequate preparation. As an aggravating factor, the actions of incorporating ICT in public education in Brazil are still unsuccessful. The main objective of this thesis was to elaborate an instrument that evaluates the levels of knowledge and skills related to Computational Literacy (CA) of individuals. The lack of such knowledge and skills related to CA impairs academic performance and its integration into the digital society. Knowing the level of knowledge of CA makes it possible to identify necessary improvement points in computer education. For the development of this instrument, this research was based on Ad hoc and systematic revisions, and contributions of instruments developed by undergraduate students in Information System (SI), which contributed to the elaboration of the first version of the CA assessment instrument proposed in this research. This first version was applied to post-graduate students in IS through the focal group technique, generating the second version. The second version was presented to undergraduate students from the Introduction to Computer Administration class to apply the instrument to incoming students from courses that are not related to ICT, as well as to suggest improvements to the instrument. After applying the data obtained through the survey with the collaboration of undergraduate students in IS coordinated by the researcher, we have the third and last version of the CA evaluation instrument. With these validations the instrument has become more robust, being able to be applied to incoming students of higher education of public and private universities, but also in students who are in high school and will go to the labor market or the academic milieu. Thus, of the nine instruments elaborated, six were considered valid: text editor, e-mail, instant message, spreadsheets, operating system, and search tool
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Derrar, Amina Nouha. "Appropriation et usages des technologies numériques dans la pédagogie universitaire : cas de l'université algérienne." Thesis, Université Côte d'Azur, 2020. http://www.theses.fr/2020COAZ2016.
Full textAbstract:
Cette recherche se situe dans le contexte de la société du savoir et de la nécessité de l’apprentissage, la professionnalisation des diplômes et le développement professionnel tout au long de la vie. Elle porte sur l’appropriation et l’utilisation des technologies numériques dans la pédagogie universitaire en général, et dans le cadre de l’université algérienne en particulier. En effet l’enseignement supérieur algérien connaît un processus de modernisation depuis 2016 avec l’évaluation et la mise en œuvre du système LMD élargie au secteur socio-économique et l’évolution des pratiques d’enseignement par l’adoption des technologies numériques et l’innovation pédagogique. Il s’agit, pour l’Algérie, de renforcer avec ces technologies numériques son système d’enseignement supérieur afin de répondre à un triple défi : satisfaire l’accroissement annuel du nombre d’étudiants, consolider les formations professionnelles des enseignants et enfin, faciliter l’accès à l’apprentissage à travers les outils numériques.Après une revue littéraire de l’enseignement algérien et des différentes perceptions des technologies numériques en sciences humaines et sociales, nous avons tenté de saisir et d’analyser la place qu’occupent effectivement ces outils dans l’université algérienne. Ainsi cette recherche exploratoire a-t-elle pour finalité de décrire comment se conçoit et se réalise l’innovation pédagogique au sein des universités algériennes à travers l’utilisation des technologies numériques. Pour ce faire, nous avons opté pour la méthode qualitative à travers une approche inductive. Nous nous sommes focalisés sur l’interprétation des acteurs impliqués dans le processus de l’innovation pédagogique des universités algériennes. Nous nous sommes adressés, entre 2017 et 2019, aux principaux acteurs du domaine porteurs de projets et responsables dirigeants pour problématiser leurs interprétations à travers des entretiens semi-directifs. Les résultats montrent un faible usage des technologies numériques à des fins d’apprentissage. Cela est dû au manque d’implication d’une part et d’autre part, à une résistance au changement chez certains enseignants. En même temps, ces résultats accréditent le rôle des formations numériques adaptées aux enseignants nouvellement recrutés pour l’innovation pédagogique et l’existence d’un meilleur niveau d’équipement technologique des établissements universitaires. Notre recherche a donc pour ambition d’apporter un éclairage sur l’innovation pédagogique et de guider le choix stratégique dans l’organisation du schéma numérique pour l’apprentissage dans les universités algériennes et ce, malgré les difficultés d’appropriation et d’usages des technologies numériques<br>This research takes place in the context of the knowledge society and the nowadays need for lifelong learning and professional development. It deals with the different effects and uses of ICT in university pedagogy in general and the Algerian University in particular.Indeed, the Algerian higher education is undergoing an unprecedented modernization process with two important reforms : on the one hand, the implementation of the 2004 Bologna process and on the other hand, the challenge of the traditional practices’ evolution towards the use of digital technologies. The challenge for Algeria to strengthen its higher education system using these technologies to meet the triple challenge: respond to the annual increase of student enrolment, consolidate the professional training of the teachers, and finally, facilitate access to distance learning in particular for people living remotely from academic institutions.After a literature review of the Algerian education system and the different perceptions of digital technologies in sociology and pedagogy, we tried to understand and analyse the place of such tools in the Algerian university. This exploratory research aims at describing, How the use of digital technologies achieve the pedagogic innovation in Algerian universities? In order to address this problematic, we opted for the qualitative method through an inductive approach. We focused on the interpretation of the actors involved in the process of educational innovation in Algerian universities. To this end, we have conducted through a four years period from 2015 to 2019, semi-structured interviews of the main actors in the field, project promoters and senior managers.The study shows a low use of digital technologies for learning purposes, due to the lack of involvement on the one hand, and on the other hand, to the resistance to change among some teachers. At the same time, our results reveal the effect of the pilot digital training adapted to newly recruited teachers for pedagogical innovation and the availability of higher level of technological infrastructures at the academic institutions.Our research aims at shedding light on the pedagogic innovation and the strategic choice in the organization of the digital scheme for learning in Algerian universities, despite the difficulties of adoption and use of digital technologies