Comportamento Do Consumidor No Setor Educacional: Adoção e Aceitação De Novas Tecnologias (original) (raw)
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2_Revista Electrónica de Investigación Educativa (in press).pdf
Title Analysis of online climate change games: exploring opportunities Análisis de juegos online de cambio climático: explorando oportunidades Abstract Online games have been proposed as a promising tool for communication and education. Taking into account the new communicative paradigm of youth and that climate change is one of the main threats to their future, this paper presents a checklist of validated indicators through the Delphi method to analyze communicative elements of online climate change games and it illustrates its use and usefulness with a qualitative analysis of a sample of games produced in Spain. This exploratory study maintains that online climate change games are shaping themselves as innovative strategies, thanks to their immersive narrative and interactivity among other features, by facing the communicative and educational challenges regarding climate change: causes are made visible, actions are portrayed as local, uncertainty is avoided, contextualized information is provided with positive and pro-action tone, and a critical thinking approach is encouraged through decision-making. Resumen Los juegos online han sido propuestos como herramientas prometedoras para la comunicación y la educación. Teniendo en cuenta el paradigma comunicativo de los jóvenes y que el cambio climático es una de las principales amenazas en su futuro, este artículo presenta un checklist con indicadores validados a través del método Delphi para analizar los elementos comunicativos de juegos online de cambio climático, e ilustra su uso y utilidad mediante un análisis cualitativo de una muestra de juegos producidos en España. Este estudio exploratorio mantiene que los juegos online sobre cambio climático se perfilan como estrategias innovadoras haciendo frente a desafíos comunicativos y educativos en torno al cambio climático: la causas se hacen visibles, las acciones se presentan en una escala local, la incertidumbre se evita, la información se contextualiza con un tono positivo y proactivo, y el pensamiento crítico se estimula a través de la toma de decisiones.
Revista Espaco Academico, 2012
Resumo: Partimos da hipótese de que as características das Tecnologias Digitais de Rede (TDRs) ressignificaram a Educação a Distância (EAD). A interação desobstruída dos "grilhões" do tempo e do espaço, e a comunicação síncrona e assíncrona por meio de diferentes ferramentas, potencializam processos educativos que superam as limitações geográficas, promovendo uma educação não mais a distância, mas online. Atributos como autoria, co-autoria, criatividade e colaboração podem ser privilegiados nesses espaços, desde que a concepção pedagógica dos cursos tenha essa intencionalidade. A Educação a Distância torna-se realidade no contexto educativo brasileiro, expandindo e interiorizando a educação superior pública. Por intermédio da Universidade Aberta do Brasil (UAB) são oferecidos cursos de graduação e pós-graduação, assim como de formação continuada, que objetivam ampliar o acesso ao ensino público, mesmo nos lugares mais distantes dos grandes centros urbanos do país. Porém, questionamos: quais são os objetivos coexistentes com políticas públicas de Educação a Distância no Brasil? Este estudo busca analisar as imbricações das Tecnologias Digitais de Rede em contextos de Educação Online, e alguns de seus potenciais para a ressignificação das políticas públicas que orientam essa modalidade de ensino no Brasil.
Journal of Pedagogical Research, 2019
This study was carried out to determine the teachers' views on the usability of the smart board in the classroom and their needs to adapt it in the teaching process. Case study method was adopted in the study. The study was conducted on 10 different middle school branch teachers who were working at public schools in a northern province of Turkey. As data collection tool, a semi-structured interview form which is used commonly in qualitative research methods was established. The data obtained were evaluated within the context of content and descriptive analysis techniques. The results revealed that although teachers expressed a positive opinion on smart board practices, they stated that they were insufficient in the use of smart boards and that they needed more practice-oriented in-service courses. Depending on the results, some suggestions have been made about smart board applications and seminars to be given to teachers.
International Journal of Research in Business and Social Science (2147-4478), 2017
A new technology’s acceptance also gets shaped according to users’ features, expectations and perceptions. Technology Acceptance Model (TAM) that developed by Davis (1989), defends that there are perceived usefulness and perceived ease of use variables to determinants of a new technology’s usage by user. These perceptions predict the user’s behavior and explain it. The smart board that has common usage in modern classrooms provides effectiveness at education and learning activities. Teachers who use smart boards can present more effectively. This situation increases the teacher’s productivity and student’s learning success and improvement the class’s education quality. Existence of the smart board in the classroom motivates all by self. Thanks to this technological device, it is easy to access internet based study materials. This study’s purpose is testing the user features explanation power effects to usage of smart board, which is a new education tool, based on TAM variables. For ...
Teachers’ Difficulties about Using Smart Boards
Procedia - Social and Behavioral Sciences, 2013
The purpose of this study is to determine the reasons why teachers do not utilize smart board technology within the teachinglearning process, although they have the necessary means. This is a qualitative study conducted in scanning model where descriptive method was used. A total of 17 teachers constitute the study group. Data of the study were collected by means of an interview form formed of semi structured questions in line with the open-ended question technique. Collected data were evaluated through document review method. At the end of the study it was concluded that: In general, teachers find smart boards useful, but do not utilize them adequately. It was stated by the teachers that the most important reason for this is the fact that they do not know how to use these tools.
International Journal of Education and Research - IJER, 2015
Interactive whiteboards (IWB) consist of a set of technological equipment organized in order to fulfill a specific task, enabling the development of didactic activities. Because they are associated to computers’ potentiality, interactive whiteboards can provide bigger interactivity between: teacher and students, students and content, and among students. This work’s main objective is to present some of the results yielded from a research related to the way students perceive interactive whiteboards in the classroom. In order to analyze the IWB usage dynamics, some educational applications in the field of mathematics were applied in the 3rd grade of elementary school. Aside from observation, video recordings were made and students were interviewed about the interactive whiteboard, in order to understand how these students observe and engage with the technological tool. IWB do not transform classroom’s reality by themselves, however, their physical presence and usage amount to external reinforcement can change student’s behavior positively.
TECHNOLOGY USE FOR TEACHING AND LEARNING. USOS DE LA TECNOLOGÍA PARA ENSEÑAR Y APRENDER.
Pixel-BIt. Revista de Medios y Educación., 2015
The article main objective is to categorise the different uses teachers and students make of Information and Communication Technologies (ICT) as a teaching and learning tool in technology-rich classrooms. A questionnaire about possible uses was developed following the guidelines provided by the literature review. A sample of teachers (n=278) who teach in highly technological classrooms participated in the study. Four types of educational ICT uses in the classroom turned out of the exploratory factor analysis, technology usage for: teachers' content generation and interaction, and students' content generation and interaction. Useful ideas for researchers and teachers are provided. El principal objetivo de este artículo es clasificar los diversos usos que los docentes y los alumnos hacen de las Tecnologías de la Comunicación y la Información (TIC) como herramienta de enseñanza y aprendizaje en aulas altamente dotadas de tecnología. Se desarrolló un cuestionario sobre los posibles usos siguiendo las directrices proporcionadas por la revisión de la literatura. Participaron en el estudio una muestra de profesores (n = 278) que enseñan en aulas altamente dotadas de tecnología. El análisis factorial exploratorio muestra la existencia de cuatro tipos de uso educativo de las TIC en las aulas: el profesor usa la tecnología para el contenido, el profesor usa la tecnología para la interacción, los alumnos usan la tecnología para el contenido, y los alumnos usan la tecnología para la interacción. Finalmente, se proporcionan ideas útiles para investigadores y profesores.
The interactive whiteboard in primary school: a case study of a brazilian district school
2015
Interactive whiteboards (IWB) consist of a set of technological equipment organized in order to fulfill a specific task, enabling the development of didactic activities. Because they are associated to computers’ potentiality, interactive whiteboards can provide bigger interactivity between: teacher and students, students and content, and among students. This work’s main objective is to present some of the results yielded from a research related to the way students perceive interactive whiteboards in the classroom. In order to analyze the IWB usage dynamics, some educational applications in the field of mathematics were applied in the 3 grade of elementary school. Aside from observation, video recordings were made and students were interviewed about the interactive whiteboard, in order to understand how these students observe and engage with the technological tool. IWB do not transform classroom’s reality by themselves, however, their physical presence and usage amount to external re...