Rozprawy doktorskie: „Social surveys Computer literacy”

1

Sou, Hon-poo Howard. "The computer literacy of Hong Kong teachers". Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627681.

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Sou, Hon-poo Howard, i 蘇漢波. "The computer literacy of Hong Kong teachers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B38627681.

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3

Chapman, Robert Timothy. "Media literacy in public schools". CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2949.

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This study investigates media literacy curricula in upper-income and lower-income public schools. Twelve principals participated in a telephone survey by answering fifteen questions about their schools and districts.

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Wong, K. K. "The prospect of computer financial packages in Hong Kong /". [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12361239.

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Green, Tonya Merlene. "The Refusal Problem and Nonresponse in On-Line Organizational Surveys". Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc332568/.

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Although the primary role of the computer has been in processing and analysis of survey data, it has increasingly been used in data collection. Computer surveys are not exempt from a common problem: some refuse to participate. Many researchers and practitioners indicate the refusal problem is less for computer surveys, perhaps due to the novelty of the method. What has not been investigated is the refusal problem when on-line surveys are no longer novel. This research study examines the use of one form of computer-assisted data collection, the electronic or on-line survey, as an organizational research tool. The study utilized historical response data and administered an on-line survey to individuals known to be cooperative or uncooperative in other on-line surveys. It investigated nonresponse bias and response effects of typical responders, periodic participants, and typical refusers within a sample of corporate employees in a computer-interactive interviewing environment utilizing on-line surveys. The items measured included: participation, respondent characteristics, response speed, interview length, perceived versus actual interview length, quantity of data, item nonresponse, item response bias, consistency of response, extremity of response, and early and late response. It also evaluated factors reported as important when deciding to participate, preferred data collection method, and preferred time of display. Past participation, attitudes toward on-line organizational surveys, response burden, and response error were assessed. The overall completion rate of 55.7% was achieved in this study. All effort was made to encourage cooperation of all groups, including an invitation to participate, token, on-line pre-notification, 800 number support, two on-line reminders, support of temporary exit, and a paper follow-up survey. A significant difference in the participation of the three groups was found. Only three demographic variables were found to be significant. No significant differences were found in speed of response, interview length, quantity, item nonresponse, item response bias, consistency, and extremity. Significant differences were found in the perceived and actual times to complete the survey.

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6

Nip, Lai-ming. "Purchase selection of a major computer system in Hong Kong : considerations and marketing implications /". [Hong Kong : University of Hong Kong], 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12361537.

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Chang, Yan Margaret. "A study of political literacy of women group members in community development service in Hong Kong". [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13857885.

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8

Yang, Chao. "From surveys to surveillance strategies: a case study of life satisfaction". Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1810.

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Social media surveillance is becoming more and more popular. However, current surveillance methods do not utilize well-respected surveys, which were established over many decades in domains outside of computer science. Also the evaluation of the previous social media surveillance is not sufficient, especially for surveillance of happiness on social media. These motivated us to develop a general computational methodology for translating a well-known survey into a social media surveillance strategy. Therefore, traditional surveys could be utilized to broaden social media surveillance. The methodology could bridge domains like psychology and social science with computer science. We use life satisfaction on social media as a case study to illustrate our survey-to-surveillance methodology. We start with a famous life satisfaction survey, expand the survey statements to generate templates. Then we use the templates to build queries in our information retrieval system to retrieve the social media posts which could be considered as valid responses to the original survey. Filters were utilized to boost the performance of the retrieval system of our surveillance method. To evaluate our surveillance method, we developed a novel method to build the gold standard dataset. Instead of evaluating all the data instances like the traditional way, we ask human workers to "find'' as many of the positives as possible in the dataset, the rest are assumed to be negatives. We used the method to build the gold standard dataset for the life satisfaction case study. We also build three more gold standard datasets to further demonstrate the value of our method. Using the life satisfaction gold standard dataset, we show that performance of our surveillance method of life satisfaction outperforms other popular methods (lexicon and machine learning based methods) used by previous researchers. Using our surveillance method of life satisfaction on social media, we did a comprehensive analysis of life satisfaction expressions on Twitter. We not only show the time series, daily and weekly cycle of life satisfaction on social media, but also found the differences in characteristics for users with different life satisfaction expressions. These include psychosocial features such as anxiety, anger and depression. In addition, we present the geographic distribution of life satisfaction, including the life satisfaction across the U.S. and places around the world. This thesis is the first to systematically explore life satisfaction expressions over Twitter. This is done using computational methods that derive from an established survey on life satisfaction.

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9

Keogh, Mark. "The digital divide and older workers : a social capital perspective of computer and technology literacy in the workplace /". St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17789.pdf.

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Tsang, Chi-kai Alex. "A study of distribution channels for computer communications products in Hong Kong /". [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13497832.

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Sam, Msindisi Scara. "The development and implementation of computer literacy terminology in isiXhosa". Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002155.

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Han, Chung-wai Christina. "Teachers' perception of implementing computer assisted learning in kindergarten classrooms". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1882142X.

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Dahlskog, Steve. "Digital Game Competence : Literacy or Repertoire?" Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5756.

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Context. Digital games are an important application of software due to its growing popularity in society. As digital games are introduced in a growing number of homes we see a rapidly extending user base ranging from young to elderly. Since digital games now have reached beyond the early adopters and now engage a range of users that are more unfamiliar with the context of digital games and thus less trained and schooled in the clichés of digital games, the importance of previous knowledge in the digital games area are entering a sort of common knowledge to interpret and make meaning of society. Objectives. The thesis cover two related aspects of basic digital game competences; firstly a theoretical review of the topic that secondly is followed by a study where we investigate how experienced players learn to play a digital game together and which types of activities they utilize in order to do so. Methods. This thesis consists of two parts with different methods; a review of the term and concept of game literacy as well as a case study performed as an interaction analysis of players engaging with a new digital game. For the second part the interaction analysis was conducted in three phases 1) recording of players and notes of timestamps of interesting situations, 2) actual interaction analysis and transcribing and 3) review. To be able to show a modus operandi for the players’ interaction and learning situations, a single pair of players were selected, and therefore also allowed for a chronological presentation of the play session and learning situations. Results. In the first part of the thesis we present our results concerning that the use of the term game literacy is not consistent throughout the discourse, but rather two different viewpoints. Furthermore we suggest a taxonomy that allow for a more continuous view of game literacy knowledge than previously presented. Secondly we show that competences from previous games not always allow for a more efficient play performance due to the fact that different games have different cognitive schemas. Conclusions. We conclude that concepts like game literacy and “the player’s repertoire” where it is suggested that the player builds on previous knowledge to perform better within any game should be viewed with more criticism than previously. Previous experience of how a game function and the solution to solve problems in other games may not be fruitful at all. Players that utilize the same cognitive schemas they developed in other games could be hindered when trying to play a new game. Furthermore we conclude that the “reflective” learning style that other researchers (i.e. Gee) refer to, when playing games, is not the only one and that the players take some time to reach a reflecting level during play.
Dagens brukare av datorsystem bär med sig en annan förståelse och förmåga att använda datorsystem och programvara än tidigare. Denna annorlunda förståelse finns genom bruket av andra plattformar än traditionella PC med den s.k. skrivbordsmetaforen (t.ex. Windows eller Mac OS). Exempel på andra plattformar är iPhone, surfplattor, spelkonsoller etc. Eftersom denna typ av brukare är van vid andra former är det intressant hur dessa brukare lär sig använda datorsystem och programvara. Inom ramen för uppsatsen undersöks vilka lärsituationer erfarna användare går genom vid bruket av programvara för underhållning. Flertalet av brukarna i fallstudien faller tillbaka på kognitiva schema för att lösa problem de ställs inför. Många gånger är dessa kognitiva schema olämpliga för effektivt lösande av problemen. En liknelse för användningen av ett kognitivt schema är att brukaren går in på en lunchrestaurang med självservering men prompt förväntar sig en restaurang med hovmästare, kypare och meny. Vissa brukare går till och med så långt i liknelsen att de går ut ur (den bildliga) restaurangen och in i igen för att pröva om någon hovmästare märker dem denna gång.
+46733-461693

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14

Liu, Kai-sheung Bonnie. "The impact of the use of information technology on teachers : a survey of IT pilot schools in Hong Kong /". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304452.

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15

Lui, Man. "The effects of computer-assisted instruction and teacher-assisted instruction on preschool children's learning of arithmetic tasks". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18821339.

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16

Alman, Lourdes Fraga. "The Effects of a Computer-mediated Intervention on "At-risk" Preschool Students' Receptive Vocabulary and Computer Literacy Skills". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4372/.

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This study examined the effects of a computer-mediated intervention on "at-risk" preschool students' receptive vocabulary development, computer-literacy skills, and enthusiasm for leaning. Twenty-two preschool-aged children attending an urban primary public school and participating in government subsidized school lunch program participated in the study. A pretest/posttest control-group design and case-study participant observations were used for data collection. Students were assigned to one of two treatment groups. Eleven preschool students with pretest School Readiness Composite (SRC) standard scores of 80, or below, on the Bracken Basic Concept Scale-Revised (BBCS-R), were assigned to the intervention group. Eleven pre-school students matched by age level and teacher comprised the comparison group. The intervention group received computer-mediated instruction while the comparison group received classroom teacher instruction. The first research question examined the effect of the intervention on students' receptive vocabulary analyzing groups' pretest and posttest BBCS-R School Readiness Composite mean scores. Combined analysis of a Two-Factor Repeated Measures and a Posttest only ANCOVA revealed that computer-mediated instruction was as effective as classroom teacher instruction in helping "at-risk" students acquire readiness receptive vocabulary. The second research question examined the effect of the intervention on "at-risk" student's computer-literacy skills analyzing participants pretest and posttest mean scores on the Computer Input Observation Rubric (CIOR), a rubric developed by the researcher. Analysis of One-Factor ANOVA and of Two-Factor Repeated Measures indicated that computer intervention significantly increased students' computer literacy skills. The third research question examined the impact of computer-mediated intervention on preschool students' enthusiasm for learning and followed descriptive case study methodology. Students' level of task involvement and positive-self statements confirmed enthusiasm for learning with technology.

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17

Kwok, Kwing-sun Steven. "The issue of corporate computing strategy : centralization versus decentralization /". [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12336233.

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18

Ó, Duibhir Conall. "Simulating Systems : Interactive computer simulations as an educational tool for teaching about social-ecological systems". Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105265.

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This study adopts an experimental design to examine the use, in practice, of interactive computer simulations as educational tools. With the accelerated use of digital learning and the urgency of implementing sustainable development, the important role of interactive computer simulations is examined. While rooted in the digital humanities, the study focuses on ecopedagogy as a theoretical lens by which to assess critical learning. Drawing on previous research, ‘Shiny’ was used to develop a simple, interactive application consisting of a tool where users can calculate the cost and carbon emissions of energy production within a specific system. This application was used as part of a participatory experiment with 47 participants, and the data returned was analysed to examine its educational merit. The findings of the study indicate positive engagement with the simulation tool used, along with important lessons for further study.

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19

Dominguez, Noraida. "Online Learning Communities: Enhancing the Acquisition of Information Skills by Undergraduate Students of the University of Puerto Rico at Carolina". NSUWorks, 2010. http://nsuworks.nova.edu/gscis_etd/350.

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Despite the efforts that have been made to develop the information skills of undergraduate students, there are still limitations that one shot sessions of face-to-face library instruction or online tutorials present when they are the only options used to develop specific information skills in students. The purpose of this study was to investigate if the design and implementation of online learning communities are effective in supporting students while they are developing specific information skills. To prove this effectiveness, the use of online learning communities was compared to two other options of delivering instruction: online tutorials and one shot sessions of face-to-face instruction. Participants in this study were undergraduate students registered in four sections of an English course. The first group was the control group; they received one session of library face-to-face instruction. The second group participated through the online learning community. The third group completed four online tutorials, and the fourth group completed four online tutorials and participated through the online learning community. Data was gathered through two sources: (1) a pre-test and a post-test administered to all four groups, and (2) focus groups performed on all groups except the control group. After running ANOVA on the pre-test scores and not finding significant differences, ANOVA was run again on the post-test scores. The results from the post-test revealed that there was significant statistical difference among the four groups. The follow-up Tukey test revealed that the scores from the online learning community group significantly differed from the other groups, proving it to be the most effective treatment. On the other hand, the online tutorial group did not perform in a better way than the other groups, but when the online tutorial was combined with the online learning community treatment, the group performed significantly better than when the online tutorial was the treatment alone. When analyzing the results from the focus groups, the results indicated that the students that participated through the online learning community were more satisfied with the experience, than the participants in the other two groups. Lastly, the researcher made recommendations to enhance the development of specific information skills.

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20

Yeung, Kai-hing Lionel. "The changing curriculum : from manual drafting to computer aided design (CAD) /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057453.

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Edwards, John Francis. "The psychometric equivalency of scores from a web-based questionnaire administered via cellphone versus desktop computer". Diss., Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-03312008-162801.

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22

Vu, Hoi Yan. "An examination of emoticons, acronyms and literacy practices of synchronous computer-mediated communication of youngsters in Macau". Thesis, University of Macau, 2005. http://umaclib3.umac.mo/record=b1636344.

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Chang, Yan Margaret, i 章茵. "A study of political literacy of women group members in community development service in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977273.

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Forte, Andrea. "Learning in public information literacy and participatory media /". Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/29767.

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Thesis (Ph.D)--Computing, Georgia Institute of Technology, 2010.
Committee Chair: Bruckman, Amy; Committee Member: Grinter, Rebecca; Committee Member: Grudin, Jonathan; Committee Member: Guzdial, Mark; Committee Member: Kolodner, Janet. Part of the SMARTech Electronic Thesis and Dissertation Collection.

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25

Sin, Tak-wah. "An empirical study on the difficulties of senior secondary students in learning PASCAL programming". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14042824.

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Poole, Erika Shehan. "Supporting advice sharing for technical problems in residential settings". Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/37084.

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Visions of future computing in residential settings often come with assumptions of seamless, well-functioning, properly configured devices and network connectivity. In the near term, however, processes of setup, maintenance, and troubleshooting are fraught with difficulties; householders regularly report these tasks as confusing, frustrating, and unpleasant. I conducted a series of empirical studies examining both the sources of digital complexity in residential settings well as how people cope with these complexities. Grounded in this fieldwork, I designed a technology probe called Tech Clips. Tech Clips facilitates the sharing of technology-related information by and for people within one's social network. I then conducted a long-term, real-world deployment study in which ten families used the software, while simultaneously completing a series of common computing setup and maintenance tasks. Based on the results of this study, I provide both a rich description of home technology usage and maintenance practices, as well as design implications for software systems that facilitate help-giving between family and friends. The contributions of this research are (1) empirical studies of how lay people understand and cope with vexing technology problems in environments lacking technical experts; (2) the development of a software system to facilitate technical advice sharing; (3) deployment of this system in real-world settings; and (4) recommendations for the design of future tools for facilitating technical help-giving between family and friends.

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Han, Chung-wai Christina, i 韓重惠. "Teachers' perception of implementing computer assisted learning in kindergarten classrooms". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959398.

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Sorensen, Meghan Marie. "Student Attitudes toward Social Media Technology as an Enhancement to Language Acquisition". BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3783.

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Language students today have grown up with a plethora of technology tools at their fingertips, which has in some cases earned them the title of "digital native". 'Students' high use of technology outside the classroom has led teachers and researchers to believe that technology could be highly effective for language learners when used appropriately. Yet little is known about how students actually react to technology-based tools for language learning purposes. This study seeks to not only understand student attitudes toward technology in general, but also to see how those attitudes might affect student attitudes toward online language learning tools in a social media context. Using a design-based research approach, we implemented a curriculum that utilizes a social networking environment in which students could consume authentic language samples and practice using the language in a controlled environment. Through the analysis of pre and post surveys, it was discovered that age was the most significant predictor of student attitudes toward technology, but that the extent to which students use technology proves to be a more significant predictor when other variables are factored in. Furthermore, it was discovered that general attitudes toward technology do affect the ways in which students will react to a technology-based curriculum. Nevertheless, the way in which a curriculum is presented can be a stronger factor in predicting how the curriculum will be received.

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29

Chan, Chung-ho Samuel. "Factors affecting the attitude of school administrators towards the utilisation of computer management information systems in secondary schools in Hong Kong". Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627759.

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30

Ntinglet, Emelda S. "Evaluating the Spacing Effect Theory on the Instructional Effectiveness of Semester-Length versus Quarter-Length Introductory Computer Literacy Courses in Institutions of Higher Learning". Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/fse_etd/32.

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This mixed research study evaluated the spacing effect theory on the academic performances of students enrolled in introductory level Computer Literacy courses by comparing course grades and mock IC3 certification exam scores in semester-length and quarter-length courses at Prince Georges Community College. The study was ingrained on the spacing effect theory which posits that mammals will tend to recall material learned over time (spaced presentation) than material concepts learned over shorter periods (massed presentation). A t test analysis revealed that students in the quarter-length formats had significantly higher grades than those in the semester format but the analysis presented no significant difference on their mock IC3 scores. A Pearson correlation conducted also revealed no significant relationship among students' course grades and their mock IC3 scores overall or by format (semester vs. intensive).

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31

Miller, Vail Marie. "The Role of Consumers in the Success of the Consumer Driven Healthcare Movement". Cleveland, Ohio : Case Western Reserve University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1259787032.

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Thesis(Ph.D.)--Case Western Reserve University, 2010
Title from PDF (viewed on 2010-01-28) Department of Bioethics Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center

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32

Liu, Kai-sheung Bonnie, i 廖繼嫦. "The impact of the use of information technology on teachers: a survey of IT pilot schools in HongKong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961381.

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33

Yeung, Kai-hing Lionel, i 楊啓興. "The changing curriculum: from manual draftingto computer aided design (CAD)". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960571.

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34

Lui, Man, i 呂雯. "The effects of computer-assisted instruction and teacher-assisted instruction on preschool children's learning of arithmetic tasks". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959684.

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35

Chan, Chung-ho Samuel, i 陳仲豪. "Factors affecting the attitude of school administrators towards the utilisation of computer management information systems in secondaryschools in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627759.

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36

Sin, Tak-wah, i 冼德華. "An empirical study on the difficulties of senior secondary students inlearning PASCAL programming". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958230.

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37

Fye, Carmen Michelle. "Composition and technology: Examining liminal spaces online". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1950.

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This thesis examines how composition studies have been, and continue to be, shaped by the cultural values of exclusion; this field is "continually magnif[ied] and reproduc[ed] in the complex social conditions connected with those values in fundamental ways much like educational systems in general."

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38

Seurat, Adeline. "Questions d'alphabétisation dans le contexte africain". Phd thesis, Université de Bourgogne, 2012. http://tel.archives-ouvertes.fr/tel-00760953.

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Si la proportion d'adultes analphabètes dans les pays d'Afrique subsaharienne a décliné entre 1985 et 2008, le nombre d'individus analphabètes a en réalité augmenté au cours de cette période. C'est dans ce contexte que depuis avril 2000, la communauté internationale poursuit les objectifs du processus Education Pour Tous, dont l'un vise, d'ici à 2015, à améliorer de 50 % les niveaux d'alphabétisation des adultes. Cette thèse a pour objectif d'analyser dans quelle mesure la scolarisation primaire et les programmes d'alphabétisation, deux processus sur lesquels la politique éducative peut intervenir, permettent aux individus des pays d'Afrique subsaharienne d'acquérir des compétences de base en lecture. Dans la grande majorité des pays africains, les analyses, menées sur la base d'enquêtes de ménages, montrent qu'il ne suffit pas d'être allé à l'école jusqu'à la fin du cycle primaire pour savoir lire une fois adulte et qu'il est primordial d'avoir bénéficié d'une certaine qualité de l'éducation. De plus, pour un même temps d'enseignement, le degré d'alphabétisme des individus est très différent selon les pays, indiquant donc de fortes disparités en termes de qualité de l'éducation. Ces disparités ne s'expliquent pas par des niveaux différents de ressources allouées aux systèmes éducatifs, mais paraissent plutôt liées à des différences liées d'une part, au temps d'enseignement dont ont bénéficié les individus, et d'autre part, à l'organisation du contexte scolaire à l'intérieur de ce temps. Si la scolarisation primaire ne suffit pas, dans son fonctionnement actuel, à assurer un savoir lire durable aux individus, cela implique un rôle significatif des activités d'alphabétisation. Il ressort des analyses des enquêtes de ménages que la participation à des programmes d'alphabétisation reste en moyenne assez limitée en Afrique subsaharienne. De plus, il existe une très forte variabilité entre les pays, des impacts des activités d'alphabétisation sur le savoir lire des individus. Ceci s'explique sans doute par la grande diversité des programmes d'alphabétisation mis en œuvre. Cette diversité, à laquelle s'ajoute la quasi-absence de véritable politique nationale de développement de l'alphabétisation, rend très difficile l'identification des modalités efficientes d'organisation des activités d'alphabétisation.

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39

Paiva, Alex de Souza. "Estudo de perfis interativos em crianças para a formação de pequenos grupos de trabalho". Universidade Tecnológica Federal do Paraná, 2012. http://repositorio.utfpr.edu.br/jspui/handle/1/684.

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Investigam-se os perfis de interação de crianças, em processo de alfabetização cursando o ensino fundamental I, com o intuito de gerar subsídios para que professores tenham uma visão mais ampla sobre como esses perfis contribuem na condução de atividades de aprendizagem, de natureza colaborativa, dentro da dinâmica escolar. O trabalho consistiu em um estudo de caso de cunho exploratório, sendo a pesquisa predominantemente qualitativa, de caráter interpretativo, com algum tratamento quantitativo. A fundamentação teórica foi estruturada com base em diferentes visões da aprendizagem, na sociometria e também em testes psicológicos de habilidades sociais. Participaram da pesquisa dezesseis crianças matriculadas no terceiro ano e uma professora pedagoga regente da turma. Todos os sujeitos foram submetidos a um teste de estimativa de habilidades sociais denominado SMHSC. Após ampliação da escala de estimativas de habilidades, os indivíduos foram divididos em quatro grupos de acordo com os perfis identificados. Cada grupo participou de uma atividade colaborativa presente em um artefato digital denominado Mesa TOQ, onde foram coletados os dados que serviram de base para a pesquisa. A análise dos elementos de informação foi realizada inicialmente com base no mapeamento de estímulos e reações emitidos pelos sujeitos, sendo posteriormente realizada uma análise específica somente dos estímulos disparadores de interlocuções. Como principal resultado desta análise, foi proposto um Modelo de Perfis Interativos para Atividades Colaborativas composto por dois eixos – omissão/interação e colaboração/egocentrismo – e oito categorias de perfis interativos. Os principais resultados da pesquisa mostram que, para uma análise mais aprofundada de perfis interativos em crianças, os professores devem levar em consideração não somente resultados de testes de estimativa, mas também análises de situações reais. O estudo mostrou que é possível identificar perfis de interação em grupos de crianças, e que este conhecimento possibilita a definição de estratégias para a composição de grupos de alunos para a realização de atividades colaborativas. O trabalho apresentou como principais contribuições um conjunto de categorias de estímulos para auxiliar professores a compreender melhor como alunos interagem e reagem a estímulos dentro de uma atividade em grupo e também um Modelo de Perfis Interativos para Atividades Colaborativas, apresentado como um plano de representação de perfis de interação. Ambas as contribuições são específicas deste estudo, podendo ser ampliadas para outras situações, a condição de serem feitas as considerações e adequações necessárias, possibilitando que a seleção de alunos para atividades em grupo torne-se um ato mais planejado potencializando os benefícios de atividades colaborativas no ambiente escolar.
This research study investigated interactive profiles in children enrolled in elementary school. The main objective of this project was to generate aids so teachers could have a wider view of how those profiles affect the conduction of collaborative activities in the school environment. The research consisted on an exploratory case study, predominantly qualitative with some quantitative interpretation of data. The literature review was structured based on different views of how people learn, the sociometry and also in psychological tests of social skills. Sixteen children and a teacher took part on this research study. All children were enrolled in the third grade of a public elementary school. All subjects were submitted to a psychological social skills test called SMHSC. The Socially Unskilled Reactions scale of the test was amplified and the subjects were placed into four different groups according to their suggested profiles. Each group participated in a collaborative activity integrated on a digital artifact call TOQ Interactive Table, where the data that supported this research was extracted. The analysis of these facts was initially done through the mapping of stimuli and reactions generated by the subjects and transformed, later on, into a specific analysis of stimuli that had triggered interlocutions. As the main product of this analysis a Model of Interactive Profiles for Collaborative Activities was proposed being structured by two main axis - omission/interaction and collaboration/egocentrism - and eight categories of interactive profiles. The main results of the research show that, for a deeper analysis of interactive profiles in children, teachers should take into consideration not only test results but also the evaluation of real situations. The study showed that it is possible to identify interactive profiles in groups of children, and that this knowledge facilitates the definition of classroom strategies to form groups of students in collaborative activities. The research study presented as main contributions: a collection of stimuli categories that can help teachers to better understand how students interact and react to stimuli within a group activity and also a Model of Interactive Profiles for Collaborative Activities presented as a relative map of interactive profiles. Both contributions are specific for this study with the possibility of being amplified for other situations. This transforms the random selection of students for a given group activity into a planned conscious act, raising the benefits of collaborative activities into a new level.

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Wade, Richard Peter. "A systematics for interpreting past structures with possible cosmic references in Sub-Saharan Africa". Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-05052009-174557/.

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Matyila, Pule Muzi Lincholn. "A model for digital literacy enhancement through technology adoption in resource-constrained environments". Diss., 2019. http://hdl.handle.net/10500/25815.

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The ubiquitous and pervasive nature of Information and Communication Technologies (ICT) fosters societies driven by knowledge rather than traditional capital and labour through the simplified socio-economic participation. No longer are individuals impacted by spatial and environmental conditions when conducting personal, community and even national obligations and duties. However, the effective use of ICT is governed by personal, interpersonal and environmental factors. Nowhere else is this impact more evident than in rural areas. Rural areas are plagued by a number of challenges which affect ICT use. Some of these challenges relate to the scarcity of income, education and infrastructure. A holistic investigation on the challenges experienced by rural areas was necessary. Based on the outcome of the investigation, rural areas were classified as resource-constrained environments. The study then set out to explore concepts that highlight the opportunities offered by ICT in rural areas and those that mitigate challenges posed by these environments on ICT use. The theoretical grounding of the concepts identified in the study firstly set out to understand and explain general ICT use, then extended this ICT use to rural areas. A conceptual model explaining challenges posed by resource constraints inherent in rural areas on ICT use was incepted. This conceptual model was empirically investigated for evaluation and validation purposes resulting in the final model of the study. The final model of the study facilitated the process of understanding and explaining the effective use of ICT in rural areas based on the inherent resource constraints in these environments. By mitigating the factors affecting ICT use in rural areas, the impact of effective ICT use can potentially be extended to resource-constrained environments, including rural areas.
School of Computing
M. Sc. (Computing)

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Gush, Kim Lawrence. "Digital doorways and the analysis of software application usage in ‘unassisted learning’ environments in impoverished South African communities". Diss., 2011. http://hdl.handle.net/10500/4746.

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The Digital Doorway (DD) project provides computing infrastructure in impoverished communities in South Africa. DD terminals offer opportunities for unassisted- and peerassisted learning of basic computer skills, and varying computing activities ranging from entertainment, to independent research. This study addresses software application usage, and how it relates to user demographics (age and gender) and location, in order to better understand both the user base, and the nature and extent of DD interactions. A mixed-methods approach is employed, involving log-files, interviews, questionnaires, and naturalistic observation; to build up a holistic picture of application usage and user behaviour at selected sites. Important issues with respect to ICT for Education and Development in the DD context, are addressed. Analysis of the data indicates notable trends, and relationships between age, gender, location, and application usage. User behaviour and environmental effects on usage are discussed, and recommendations provided for future DDs and similar initiatives.
Computing
M. Tech. (Information Technology)

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