Estratégias de aplicação de softwares educativos como instrumentos para o ensino de física

The technological advances of recent decades combined with digital inc1usion in Brazil sparked the country's population to the constant use of computers to perform tasks in many different natures. Whether it's for communication, entertainment, work or school, computers are tools with increasing numbers in Brazilian homes. Along with this evolution the Brazilian Physics teaching should be aware of the use of teaching tools that relate directly to the computer to student learning. Highlighting in this work we have scanned the contents of the Wikipedia community, a wide variety of educational videos placed on YouTube, educational games that try to teach the player in a fun way and a variety educational softwares placed on the World Wide Web. It is with special attention to educational softwares as tools for teaching physics, which describe some strategies for use of these software, combined with the textbooks, to illustrate some ways to introduce the use of educational softwares directly in the classroom

Formação Reflexiva do Professor em Contextos Virtuais: A Experiência do Projeto Teletandem Brasil

This article chiefly aims at discussing issues concerning reflective teacher education for and in virtual environments for language learning. Given the need for research on reflective practice in new virtual environments, we present the experience of pedagogical supervision through mediation in the virtual context for collaborative learning in teletandem. Some research results in this context, such as in Salomão (2008), Kfouri-Kaneoya (2008), Cândido (2010) and Silva (2010), show how favorable and conducive to the development of reflective pre-service teacher education it seems to be, as it emphasizes the co-construction of knowledge in a dynamic relationship between theory and practice.

A educação de professores de línguas em CALL: histórico e perspectivas

Over the last years, the new technologies have changed the way we relate to information and communicate with other people, which has brought on impact to foreign language teaching and learning, and, consequently, to the area of foreign language teacher education. The abbreviation CALL (Computer Assisted Language Learning) has been used to designate the processes of language teaching and learning with the use of computers, and language teacher education in CALL to name teacher education for and with the use of new technologies, since a number of authors point to the interdependence of both processes. We intend in this article to present an overview of the literature of the area of language teacher education in CALL nowadays and discuss issues related to the use of new technologies concerning its integration to teacher education and the functional and institutional roles to be taken. We also present two proposals of teacher education with the use of new technologies which are being implemented and at the same time studied in Brazil, which we believe have essential elements for the development of language teachers for and with the use of new technologies currently.

Estrutura de conteúdos educativos para TV Digital: um modelo de referência

This paper proposes a model of educative content structuring for interactive digital television programs. Its intent was to provide references for collaborative production processes and content organization in learning networks associated with university and educative television broadcasting services. The model defines terms, actors, events, environments, as well as content categories, classes and attributes, indicating criteria for their synchronic or asynchronic association in a dynamic television schedule. The model is presented in both descriptive and visual formats, with the use of conceptual maps. The results indicate that interactive use of digital television in education requires systematic content models covering communitarian participation in both media production and distribution processes, in order to enhance learning instruments beyond vertical, hierarchical and centralized communication sustained by traditional broadcast channels.

Mídia-educação no ensino médio: uma experiência com alunos e professores

This paper describes the development of educational materials on media education as a result of workshops held for students and teachers of high school in Midialab – Media Education Laboratory of Universidade Sagrado Coração. The objectives of this exploratory research were to investigate how teachers and students learn about media, looking for similarities and differences in the performance of the two groups in order to make it possible to conclude what methodology frameworks had a best result for promoting the media literacy of each group, taking on account the characteristics of public school and the paradigms of international media literacy. The methodology involved the application of activities focusing on six strategies: textual analysis, contextual analysis, content analysis, case study, translation, simulation and production. The results suggested that such activities are a productive way to develop critical reading skill and to reduce the differences between teachers and students’ repertoire. They also presented good results in the development of language usage by them and promoted collaborative learning, in a social approach.

ARBOT: augmented reality system for teaching logic algorithmic

This article purposes the ARBot, a system that has as main objective the presentation of concepts of logic for students of elementary and secondary education. The system was developed using the technology known as Augmented Reality (AR), which allows complement the actual environment where the user is, by adding virtual objects. In this scenario the RA created from a virtual game interface is used, through which cognitive challenges are presented. To solve these challenges, users must set up three-dimensional virtual characters using visual language. As a result it follows that, in a playful way, concepts of algorithms and programming are assimilated by users. In addition, the system enables two users to interact in a cooperative game mode. In cooperative mode, the system focuses on collaborative learning, since it allows users to jointly solve the cognitive challenge presented by the system.

O ensino colaborativo como facilitador da inclusão da criança com deficiência intelectual na educação infantil

This paper presents aspects of Early Childhood Education in the perspective of Inclusive Education, considering collaborative teaching as a relevant strategy in this mode. Thus, had been aimed to review the literature on collaborative learning in kindergarten and verify the knowledge of teachers on this pedagogical strategy. The survey was conducted in Child Education Centers and Schools municipal daycare, totaling 4 units and 45 participants. Empirical data were collected through a closed questionnaire, tabulated and analyzed qualitative and qualitatively. The results indicate the recognition of preschool teachers in need of support and assistance regarding collaborative teaching, highlighting the need for continuous training in the performance of special education teacher in this context.

Ensino da história e cultura afro-brasileira por meio do atletismo: contribuições de um curso de extensão à distância para professores de educação física

Pós-graduação em Desenvolvimento Humano e Tecnologias - IBRC

Collaboration as a Foundation for the Project Approach in Family Child Care

Supporting children's curiosity was considered important at my family child care home. How could we best achieve this? As my assistant caregiver Deb and 1 attended professional development workshops, we began to wonder if the project approach (Helm & Katz 2001) would be an effective means of supporting inquiry and collaborative learning. Before we would commit ourselves, we wanted to learn more. We had many questions. Just what is the project approach? What does it look like? How will it support children's learning? What do we need to be successful with it? The literature suggested many examples of successful projects at child care centers and preschools (Breig-Allen et al. 1998; Harkem: 1999; Beneke 2000; Glassman & Whaley 2000). Our challenge was how to adapt the project approach to our home child care situations.

The 3C cooperation model applied to the classical requirement analysis

Aspects related to the users' cooperative work are not considered in the traditional approach of software engineering, since the user is viewed independently of his/her workplace environment or group, with the individual model generalized to the study of collective behavior of all users. This work proposes a process for software requirements to address issues involving cooperative work in information systems that provide distributed coordination in the users' actions and the communication among them occurs indirectly through the data entered while using the software. To achieve this goal, this research uses ergonomics, the 3C cooperation model, awareness and software engineering concepts. Action-research is used as a research methodology applied in three cycles during the development of a corporate workflow system in a technological research company. This article discusses the third cycle, which corresponds to the process that deals with the refinement of the cooperative work requirements with the software in actual use in the workplace, where the inclusion of a computer system changes the users' workplace, from the face to face interaction to the interaction mediated by the software. The results showed that the highest degree of users' awareness about their activities and other system users contribute to a decrease in their errors and in the inappropriate use of the system.

Barshalder 1 : A cemetery in Grötlingbo and Fide parishes, Gotland, Sweden, c. AD 1-1100. Excavations and finds 1826-1971

The prehistoric cemetery of Barshalder is located along the main road on the boundary between Grötlingbo and Fide parishes, near the southern end of the island of Gotland in the Baltic Sea. The cemetery was used from c. AD 1-1100. The level of publication in Swedish archaeology of the first millennium AD is low compared to, for instance, the British and German examples. Gotland’s rich Iron Age cemeteries have long been intensively excavated, but few have received monographic treatment. This publication is intended to begin filling this gap and to raise the empirical level of the field. It also aims to make explicit and test the often somewhat intuitively conceived results of much previous research. The analyses deal mainly with the Migration (AD 375–540), Vendel (AD 520–790) and Late Viking (AD 1000–1150) Periods. The following lines of inquiry have been prioritised. 1. Landscape history, i.e. placing the cemetery in a landscape-historical context. (Vol. 1, section 2.2.6) 2. Migration Period typochronology, i.e. the study of change in the grave goods. (Vol. 2, chapter 2) 3. Social roles: gender, age and status. (Vol. 2, chapter 3) 4. Religious identity in the 11th century, i.e. the study of religious indicators in mortuary customs and grave goods, with particular emphasis on the relationship between Scandinavian paganism and Christianity.. (Vol. 2, chapter 4) Barshalder is found to have functioned as a central cemetery for the surrounding area, located on peripheral land far away from contemporary settlement, yet placed on a main road along the coast for maximum visibility and possibly near a harbour. Computer supported correspondence analysis and seriation are used to study the gender attributes among the grave goods and the chronology of the burials. New methodology is developed to distinguish gender-neutral attributes from transgressed gender attributes. Sub-gender grouping due to age and status is explored. An independent modern chronology system with rigorous type definitions is established for the Migration Period of Gotland. Recently published chronology systems for the Vendel and Viking Periods are critically reviewed, tested and modified to produce more solid models. Social stratification is studied through burial wealth with a quantitative method, and the results are tested through juxtaposition with several other data types. The Late Viking Period graves of the late 10th and 11th centuries are studied in relation to the contemporary Christian graves at the churchyards. They are found to be symbolically soft-spoken and unobtrusive, with all pagan attributes kept apart from the body in a space between the feet of the deceased and the end of the over-long inhumation trench. A small number of pagan reactionary graves with more forceful symbolism are however also identified. The distribution of different 11th century cemetery types across the island is used to interpret the period’s confessional geography, the scale of social organisation and the degree of allegiance to western and eastern Christianity. 11th century society on Gotland is found to have been characterised by religious tolerance, by an absence of central organisation and by slow piecemeal Christianisation.

Barshalder 2 : Studies of late Iron Age Gotland

The prehistoric cemetery of Barshalder is located along the main road on the boundary between Grötlingbo and Fide parishes, near the southern end of the island of Gotland in the Baltic Sea. The ceme-tery was used from c. AD 1-1100. The level of publication in Swedish archaeology of the first millennium AD is low compared to, for instance, the British and German examples. Gotland’s rich Iron Age cemeteries have long been intensively excavated, but few have received monographic treatment. This publication is intended to begin filling this gap and to raise the empirical level of the field. It also aims to make explicit and test the often somewhat intuitively conceived re-sults of much previous research. The analyses deal mainly with the Migration (AD 375–540), Vendel (AD 520–790) and Late Viking (AD 1000–1150) Periods. The following lines of inquiry have been prioritised. 1. Landscape history, i.e. placing the cemetery in a landscape-historical context. (Vol. 1, section 2.2.6) 2. Migration Period typochronology, i.e. the study of change in the grave goods. (Vol. 2, chapter 2) 3. Social roles: gender, age and status. (Vol. 2, chapter 3) 4. Religious identity in the 11th century, i.e. the study of religious indicators in mortuary cus-toms and grave goods, with particular emphasis on the relationship between Scandinavian paganism and Christianity. (Vol. 2, chapter 4) Barshalder is found to have functioned as a central cemetery for the surrounding area, located on pe-ripheral land far away from contemporary settle-ment, yet placed on a main road along the coast for maximum visibility and possibly near a harbour. Computer supported correspondence analysis and seriation are used to study the gender attributes among the grave goods and the chronology of the burials. New methodology is developed to distin-guish gender-neutral attributes from transgressed gender attributes. Sub-gender grouping due to age and status is explored. An independent modern chronology system with rigorous type definitions is established for the Migration Period of Gotland. Recently published chronology systems for the Vendel and Viking Periods are critically reviewed, tested and modified to produce more solid models. Social stratification is studied through burial wealth with a quantitative method, and the results are tested through juxtaposition with several other data types. The Late Viking Period graves of the late 10th and 11th centuries are studied in relation to the contemporary Christian graves at the churchyards. They are found to be symbolically soft-spoken and unobtrusive, with all pagan attributes kept apart from the body in a space between the feet of the deceased and the end of the over-long inhumation trench. A small number of pagan reactionary graves with more forceful symbolism are however also identified. The distribution of different 11th cen-tury cemetery types across the island is used to in-terpret the period’s confessional geography, the scale of social organisation and the degree of alle-giance to western and eastern Christianity. 11th century society on Gotland is found to have been characterised by religious tolerance, by an absence of central organisation and by slow piecemeal Christianisation.

Portare la tecnologia in cabina: le nuove tecnologie a servizio dell'interprete e il caso della simultanea con testo

The digital revolution has affected all aspects of human life, and interpreting is no exception. This study will provide an overview of the technology tools available to the interpreter, but it will focus more on simultaneous interpretation, particularly on the “simultaneous interpretation with text” method. The decision to analyse this particular method arose after a two-day experience at the Court of Justice of the European Union (CJEU), during research for my previous Master’s dissertation. During those days, I noticed that interpreters were using "simultaneous interpretation with text" on a daily basis. Owing to the efforts and processes this method entails, this dissertation will aim at discovering whether technology can help interpreters, and if so, how. The first part of the study will describe the “simultaneous with text” approach, and how it is used at the CJEU; the data provided by a survey for professional interpreters will describe its use in other interpreting situations. The study will then describe Computer-Assisted Language Learning technologies (CALL) and technologies for interpreters. The second part of the study will focus on the interpreting booth, which represents the first application of the technology in the interpreting field, as well as on the technologies that can be used inside the booth: programs, tablets and apps. The dissertation will then analyse the programs which might best help the interpreter in "simultaneous with text" mode, before providing some proposals for further software upgrades. In order to give a practical description of the possible upgrades, the domain of “judicial cooperation in criminal matters” will be taken as an example. Finally, after a brief overview of other applications of technology in the interpreting field (i.e. videoconferencing, remote interpreting), the conclusions will summarize the results provided by the study and offer some final reflections on the teaching of interpreting.

Looking at the effectiveness of an earth science unit designed using the Understanding by Design process

This report shares my efforts in developing a solid unit of instruction that has a clear focus on student outcomes. I have been a teacher for 20 years and have been writing and revising curricula for much of that time. However, most has been developed without the benefit of current research on how students learn and did not focus on what and how students are learning. My journey as a teacher has involved a lot of trial and error. My traditional method of teaching is to look at the benchmarks (now content expectations) to see what needs to be covered. My unit consists of having students read the appropriate sections in the textbook, complete work sheets, watch a video, and take some notes. I try to include at least one hands-on activity, one or more quizzes, and the traditional end-of-unit test consisting mostly of multiple choice questions I find in the textbook. I try to be engaging, make the lessons fun, and hope that at the end of the unit my students get whatever concepts I‘ve presented so that we can move on to the next topic. I want to increase students‘ understanding of science concepts and their ability to connect understanding to the real-world. However, sometimes I feel that my lessons are missing something. For a long time I have wanted to develop a unit of instruction that I know is an effective tool for the teaching and learning of science. In this report, I describe my efforts to reform my curricula using the “Understanding by Design” process. I want to see if this style of curriculum design will help me be a more effective teacher and if it will lead to an increase in student learning. My hypothesis is that this new (for me) approach to teaching will lead to increased understanding of science concepts among students because it is based on purposefully thinking about learning targets based on “big ideas” in science. For my reformed curricula I incorporate lessons from several outstanding programs I‘ve been involved with including EpiCenter (Purdue University), Incorporated Research Institutions for Seismology (IRIS), the Master of Science Program in Applied Science Education at Michigan Technological University, and the Michigan Association for Computer Users in Learning (MACUL). In this report, I present the methodology on how I developed a new unit of instruction based on the Understanding by Design process. I present several lessons and learning plans I‘ve developed for the unit that follow the 5E Learning Cycle as appendices at the end of this report. I also include the results of pilot testing of one of lessons. Although the lesson I pilot-tested was not as successful in increasing student learning outcomes as I had anticipated, the development process I followed was helpful in that it required me to focus on important concepts. Conducting the pilot test was also helpful to me because it led me to identify ways in which I could improve upon the lesson in the future.