Digital proficiency and digital inclusion: Comparison between students of computer science, public relations and engineering

New information and communication technologies may be useful for providing more in-depth knowledge to students in many ways, whether through online multimedia educational material, or through online debates with colleagues, teachers and other area professionals in a synchronous or asynchronous manner. This paper focuses on participation in online discussion in e-learning courses for promoting learning. Although an important theoretical aspect, an analysis of literature reveals there are few studies evaluating the personal and social aspects of online course users in a quantitative manner. This paper aims to introduce a method for diagnosing inclusion and digital proficiency and other personal aspects of the student through a case study comparing Information System, Public Relations and Engineering students at a public university in Brazil. Statistical analysis and analysis of variances (ANOVA) were used as the methodology for data analysis in order to understand existing relations between the components of the proposed method. The survey methodology was also used, in its online format, as a research instrument. The method is based on using online questionnaires that diagnose digital proficiency and time management, level of extroversion and social skills of the students. According to the sample studied, there is no strong correlation between digital proficiency and individual characteristics tied to the use of time, level of extroversion and social skills of students. The differences in course grades for some components are partly due to subject 'Introduction to Economics' being offered to freshmen in Public Relations, whereas subject 'Economics in Engineering' is offered in the final semesters of Engineering and Information Systems courses. Therefore, the difference could be more tied to the respondent's age than to the course. Information Systems students were observed to be older, with access to computers and Internet at the workplace, compared to the other students who access the Internet more often from home. This paper presents a pilot study aimed at conducting a diagnosis that permits proposing actions for information and communication technology to contribute towards student education. Three levels of digital inclusion are described as a scale to measure whether information technology increases personal performance and professional knowledge and skills. This study may be useful for other readers interested in themes related to education in engineering. © 2013 IEEE.

Chromosomal organization of repetitive DNA sequences in Astyanax bockmanni (Teleostei, Characiformes): dispersive location, association and co-localization in the genome

Repetitive DNA sequences constitute a great portion of the genome of eukaryotes and are considered key components to comprehend evolutionary mechanisms and karyotypic differentiation. Aiming to contribute to the knowledge of chromosome structure and organization of some repetitive DNA classes in the fish genome, chromosomes of two allopatric populations of Astyanax bockmanni were analyzed using classic cytogenetics techniques and fluorescent in situ hybridization, with probes for ribosomal DNA sequences, histone DNA and transposable elements. These Astyanax populations showed the same diploid number (2n = 50), however with differences in chromosome morphology, distribution of constitutive heterochromatin, and location of 18S rDNA and retroelement Rex3 sites. In contrast, sites for 5S rDNA and H1, H3 and H4 histones showed to be co-located and highly conserved. Our results indicate that dispersion and variability of 18S rDNA and heterochromatin sites are not associated with macro rearrangements in the chromosome structure of these populations. Similarly, distinct evolutionary mechanisms would act upon histone genes and 5S rDNA, contributing to chromosomal association and co-location of these sequences. Data obtained indicate that distinct mechanisms drive the spreading of repetitive DNAs in the genome of A. bockmanni. Also, mobile elements may account for the polymorphism of the major rDNA sites and heterochromatin in this genus. © 2013 Springer Science+Business Media Dordrecht.

Abordagens de descoberta de conhecimento em bases de dados aplicadas ao Cadastro Territorial Multifinalitário

Pós-graduação em Ciências Cartográficas - FCT

Artemidia e ambientes expositivos

Pós-graduação em Artes - IA

A ocorrência do Aedes aegypti na região noroeste do Paraná: um estudo sobre a epidemia da dengue em Paranavaí - 1999, na perspectiva da geografia médica

Pós-graduação em Geografia - FCT

Saberes e práticas de uma professora alfabetizadora bem sucedida

Pós-graduação em Educação Escolar - FCLAR

Os (Im)pactos da progressão continuada na voz dos professores de língua portuguesa

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Professores eventuais nas escolas estaduais paulistas: ajudantes de serviço geral da educação?

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A epistemologia subjacente ao currículo e à formação de licenciandos em Ciências Biológicas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Construção participativa de conhecimentos sobre resíduos no Programa de Coleta Seletiva da Unesp-Bauru: reflexões e ações

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Ensinar e aprender Matemática em contextos de aceleração da aprendizagem

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Biblioteca escolar e políticas públicas de incentivo à leitura: de museu de livro a espaço de saber e leitura

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A inclusão na perspectiva da organização pedagógica de escolas públicas e privadas

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Diálogo escola-comunidade: reflexão sobre saberes e formação de professores

Pós-graduação em Educação - FCT

Horas de Trabalho Pedagógico Coletivo (HTPCs): espaços de formação contínua e de produção de saberes docentes?

Pós-graduação em Educação - FCT