How children's television networks in the United States have adapted to the changing digital habits of their young audiences: A comparative analysis between the Disney Channel and Nickelodeon

In the contemporary societies, many children are drawn to digital media, using it in ways that were initially unfathomable. Changing digital habits among young children have been affiliated to the rapid development, witnessed in the technological field. Prevalently, new forms of technology are being developed and ingrained into young children’s day-to-day activities. The emergence of new forms of technology has in turn prompted significant changes in digital and media consumption particularly, among young children. Changes in media and digital consumption have in turn instigated linear transition in the analogue media industries. This has resulted in analogue media networks working towards digitalizing their industries in a manner that will befit changing digital habits among young children. This report aims at establishing and analyzing the different ways in which children’s digital habits have changed and revolutionized. To achieve this, the report will critically examine the existing scope of knowledge, with reference to changing digital habits among young audiences. Further, the report also aims at establishing the manner in which children television networks have adapted to the changing digital habits among young audiences. To achieve this, the report will focus on two children television networks, Disney channel, and Nickelodeon. After which, a comparative analysis will be conducted to establish the changes made by each of these television channels, with the aim of adapting to the new digital habits among children.

Potencialidades do uso do blog em educação.

This research is an interpretative analysis of the type participatory research, developed in a qualitative and quantitative use of the blog as a support to a specific discipline, in order to identify the potential evident from its use. The report discusses the changes that have occurred in contemporary society, relating to the development of information technologies and communication (ITC s), presents a brief review of the historical background of the Internet and its use as an aid to education, emphasizing some environments inserted media the Internet, focusing on the main blog - its concept, origin and categorization, and analyzes the concepts of using the blog from the dialogues with teachers and students of pedagogy course at the Federal University of Rio Grande do Norte. Started from the assumption that the use of technological resources, such as blogging, with strictly educational purposes, can extend the knowledge beyond the walls of the classroom, thus creating a dialogic and interactive environment. Using data collected through interviews, questionnaires and observation, we seek to understand the object of study as a supportive environment for the teaching of a subject, raising some theoretical and methodological questions about its application to educational practice, and possible contributions to the construction of knowledge. The results indicate that there are several capabilities that make the blog a space conducive to teaching and learning process, and relates the concepts of the study participants about their use, highlighting the most important places to be solved, so that teachers and students to take ownership of knowledge necessary for capacity building required by the contemporary social context, due to the advancement of science and technology.

Comparing the Teaching-Learning Process With and Without the Use of Computerized Technological Resources

Computerized technological resources have become essential in education, particularly for teaching topics that require the performance of specific tasks. These resources can effectively help the execution of such tasks and the teaching-learning process itself. After the development of a Web site on the topic of nursing staff scheduling, this study aimed at comparing the development of students involved in the teaching-learning process of the previously mentioned topic, with and without the use of computer technology. Two random groups of undergraduate nursing students from a public university in São Paulo state, Brazil, were organized: a case group (used the Web site) and a control group (did not use the Web site). Data were collected from 2003 to 2005 after approval by the Research Ethics Committee. Results showed no significant difference in motivation or knowledge acquisition. A similar performance for the two groups was also verified. Other aspects observed were difficulty in doing the nursing staff scheduling exercise and the students' acknowledgment of the topic's importance for their training and professional lives; easy access was considered to be a positive aspect for maintaining the Web site.

An Educational international partnership responding to local needs: Process evaluation of the Brazil FAIMER Regional Institute

The Brazilian public health system requires competent professionals sensitive to the needs of the population. The Foundation for Advancement of International Medical Education and Research (FAIMER) provides a two-year faculty development programme for health professions educators, aiming to build leadership in education to improve health. A partnership with governmental initiatives and FAIMER was established for meeting these needs. This paper describes the initial process evaluation results of the Brazilian FAIMER Institute Fellowship (FAIMER BR). Methods: Data were analysed for the classes 2007-2010 regarding: application processes; innovation project themes; retrospective post-pre self-ratings of knowledge acquisition; and professional development portfolios. Results: Seventeen of 26 Brazilian states were represented among 98 Fellows, predominantly from public medical schools (75.5%) and schools awarded Ministry of Health grants to align education with public health services (89.8%). One-third (n = 32) of Fellows' innovation projects were related to these grants. Significant increases occurred in all topic subscales on self-report of knowledge acquisition (eff ect sizes, 1.21-2.77). In the follow up questionnaire, 63% of Fellows reported that their projects were incorporated into the curriculum or institutional policies. The majority reported that the programme deepened their knowledge (98%), provided new ideas about medical education (90%) and provided skills for conflict management (63%). One-half of the Fellows reported sustained benefits from the programme listserv and other communications, including breadth of expertise, establishment of research collaboration and receiving emotional support. Conclusion: Contributors to initial programme success included alignment of curriculum with governmental initiatives, curriculum design merging educational technology, leadership and management skills and central role of an innovation educational project responding to local needs.

Bê-a-bá a tv digital: proposta de produção de interprogramas para canais públicos

Pós-graduação em Televisão Digital: Informação e Conhecimento - FAAC

Desenhos animados televisivos, ética e Educação Física nos anos iniciais do ensino fundamental: diálogos possíveis

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Construção de conceitos de física moderna e sobre a natureza da ciência com o suporte da hipermídia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O Programa Mídias na Educação: relações de aproximação e distanciamento entre o trabalho docente e a mídia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O programa PEC/formação universitária: paradigma para qualificação docente na idade mídia

Pós-graduação em Educação - FFC

Prejuízos educacionais: a semiformação intensificada

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Practising Arithmetic Using Educational Video Games with an Interpersonal Computer

Studies show the positive effects that video games can have on student performance and attitude towards learning. In the past few years, strategies have been generated to optimize the use of technological resources with the aim of facilitating widespread adoption of technology in the classroom. Given its low acquisition and maintenance costs, the interpersonal computer allows individual interaction and simultaneous learning with large groups of students. The purpose of this work was to compare arithmetical knowledge acquired by third-grade students through the use of game-based activities and non-game-based activities using an interpersonal computer, with knowledge acquired through the use of traditional paper-and-pencil activities, and to analyze their impact in various socio-cultural contexts. To do this, a quasi-experimental study was conducted with 271 students in three different countries (Brazil, Chile, and Costa Rica), in both rural and urban schools. A set of educational games for practising arithmetic was developed and tested in six schools within these three countries. Results show that there were no significant differences (ANCOVA) in the learning acquired from game-based vs. non-game-based activities. However, both showed a significant difference when compared with the traditional method. Additionally, both groups using the interpersonal computer showed higher levels of student interest than the traditional method group, and these technological methods were seen to be especially effective in increasing learning among weaker students.

A evolução na prática da educação: o uso das mídias como ferramentas no ensino/aprendizagem da educação matemática

It is possible to note that the teaching done in the usual way goes against the language of youth today. It is essential that there be incentives and subsidies regarding the use of such media, whether the responsible government agencies and their members, be they principals and teachers, so there is a reform in the existing educational models and teaching. Currently, teaching is in a purely encyclopedic context of teaching models with pre-defined, ignoring the teaching based on the context in which the student lives (ethnomathematics). The objective of this work is to show how the use of audiovisual best known, such as newspapers, magazines, TV and computers can assist in teaching and learning of mathematics education, making teaching more enjoyable and inserted into the day-to-day student

New readers, new reading skills and meaning: challenges for media and information literacy

Recognizing the importance of developing the information and media literacy in contemporary society, this article discusses the scenario of hybrid languages born on cyberspace, hypertext and the new types of readers who interact with information, now disseminated by digital media. As theoretical references authors such as Lucia Santaella, we develop arguments that present the headquarters of language and thought within a semiotic support. Matrices help to understand the phenomenon of hybrid language in hypertext. Therefore, we emphasize that the development of skills associated with the new reading environments propitiated by the virtual environment requires the understanding of language, which is one of the concepts used within the media and information literacy (MIL) proposal of Unesco, which combines the two concepts and skills of information and media literacy. It is hoped that this article motivate scholars and practitioners of education and information to take responsibility to educate for information environments that arise with new media and technologies, emphasizing the issue of reading and language.

Aprendizagem na contemporaneidade: jogos digitais no novo cenário em que caminha o ensino de química

Having in sight the current inertia found on the school physical environments as well as on the High School learning methods used, digital games appear as a different tool to build the individuals'/students' knowledge and becomes a driving factor for this research. The usage of this media resource tries to rescue a stimulant type of learning focused on the students' experiences while getting them closer to Science, Technology and Society (STS). The usefulness of this method falls short, however, without the capacitated guidance of a teacher. A literature review has been made about the possible schooling that electronic/digital games provide; it also brings the opinions of students and teachers to help comprehend how the insertion of this new tool in the classroom happens, as well as its efficiency and acceptance. Having in sight the relationship between individuals and the preoccupations about the future of mankind, components of humanity's destiny have been evidenced in the teaching of Chemistry. It is possible to conclude that these games can, indeed, help in the teaching process, although it is necessary that they develop a main didactic role, linked to the teaching of concepts and content, or else become only educational for that matter. Using the tools given by digital games it is possible, for example, through playfulness, to teach the theory of many abstract models, mathematical equations and chemical formulas, making it possible then to grab the students' attention, to thrill them and to develop their participation based on the experience they so often already have with cell phones and personal computers

“PROVINCIALISM, PICKING SIDES AND BIAS: EFFECTS OF GEOGRAPHY ON MEDIA COVERAGE OF CRYSTAL BRIDGES MUSEUM OF AMERICAN ART, 2005-10.”

The development of Crystal Bridges Museum of American Art in Bentonville, Arkansas, by Wal-Mart heiress Alice Walton has prompted diverse coverage from print and online media. This investigation looked at trends in news stories and commentary from 2005-10 to show how the location of a medium affected coverage. Through the author’s own observations and interviews with journalists and other interested parties, several trends emerged. Media outlets outside Arkansas portrayed the museum as trying to plunder the cultural heritage of local communities and relied partly on the museum’s association with Wal-Mart and stereotypes of Arkansas to frame coverage. Arkansas media, faced with limited cooperation from the museum’s public relations apparatus, typically played a cheerleader role, at times overemphasizing the importance of the collection in the art world and showcasing few critical voices in stories about acquisitions and other areas of the museum’s development.