Guide Ciber Coms: Tecnologias Ubíquas, Mídias Pervasivas (Portuguese Edition)

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The fourth teacher taught one control group of grade seven students and the fifth teacher taught one experimental group of grade seven students.


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Mental age, previous mathematical achievement teachers' Easter grades and scores on the geometry unit test and retest were recorded for ninety-four control group students and ninety-seven experimental group students. Any student who had not attended eighty percent of the teaching periods or for whom no mental age or previous mathematical achievement was available were not included for purposes of this study. The geometry unit, which was, of two weeks duration, was followed by a multiple-choice test of twenty-five items and a retest two weeks later.

The usual correction factor was applied to offset the effect of guessing by the examinees. A covariate analysis was then done in which the two independent variables, previous mathematical achievement and mental age were partialled out and the adjusted means for the test and retest were recorded. The results Indicated that there was no significant difference in the mean scores obtained by the two groups on the initial test - The mean score of the experimental group was Although this difference was significant at the.

A superficial examination of the data indicated two questions that might be answered by further related study: 1 Would a longer period between the test and the retest show a greater difference in the mean scores, of the two groups?

The results obtained by this and other related studies seems to militate against any definitive conclusions as to the merit of using models in the teaching of mathematics as a whole. It appears that if any significant ,benefit is to be derived from their use it will be in particular subject areas that will be determined only through carefully designed research. Geometry -- Study and teaching.

ICTs, including mobile devices, are changing rapidly, and so is the application of these technologies in various disciplines. From the literature it was determined that mobile devices have an influence on information behaviour, whether it be in the form of information seeking, searching, use, sharing, collaboration, or any other information behaviour activity. This study focused on the influence of mobile devices on the information behaviour of undergraduate and postgraduate students in the Department of Information Science at the University of Pretoria.

Understanding the influence that mobile devices have on information behaviour might improve the effective use of mobile devices in education, and might be of use to library services. A mixed methods approach was followed, consisting of questionnaires for the collection of quantitative data and focus group interviews for the collection of qualitative data.


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  4. Convenience sampling was used to select undergraduate and postgraduate students in the Department of Information Science. This was followed by a census approach in which all students were invited to participate in completing the electronic self-administered questionnaire. The questionnaire collected data on mobile devices and information behaviour, mobile devices and academic studies, mobile devices and clickUP, mobile devices and the Blackboard App and mobile devices and communication.

    UFMT - Universidade Federal de Mato Grosso

    Purposive sampling was used to invite focus group participants. The focus groups were guided by four topics: general use of mobile devices to find, access, share and use information; differences in using mobile devices to find, access, share and use information for academic purposes; different mobile devices used for different purposes; and recommendation s to other students for using mobile devices for academic purposes. Five focus group interviews were conducted with a total of 32 participants between 20 August and 09 September It was found that mobile devices have an influence on the information behaviour of students, confirming what was found in the literature.

    Mobile devices are used more in a general and social environment than in an academic one.

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    They however hold much value for the academic environment. Participants in the study stressed the importance, the advantages, and the potential that the mobile devices have, and still could have in the future. Participants made use of multiple mobile devices in their day-to-day activities. Furthermore, it is clear that information should be available quickly, allowing access from anywhere and at any time in order to satisfy the changing demands of the information user.

    It may be because of this constant need for information in its various formats, that the lines between the different contexts are being blurred. Information Science. Information Behaviour. Mobile Devices. Academic Studies. Technology integration continues to be a professional development concern, especially in elementary schools.

    It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this study was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. The conceptual framework was based on elements of the knowing-doing gap and reflective practices. The research questions explored a the decision-making process, b reflective practices used during decision-making, c professional development that facilitates closing the knowing-doing gap, and d recommendations from participants to improve upon professional development.

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    In a case study design, 10 K-4 teachers participated in one minute interview, one follow-up interview, and one minute focus group. With the use of typological analysis, transcripts were coded for initial and emerging themes. Although this difference was significant at the. A superficial examination of the data indicated two questions that might be answered by further related study: 1 Would a longer period between the test and the retest show a greater difference in the mean scores, of the two groups?

    The results obtained by this and other related studies seems to militate against any definitive conclusions as to the merit of using models in the teaching of mathematics as a whole. It appears that if any significant ,benefit is to be derived from their use it will be in particular subject areas that will be determined only through carefully designed research. Geometry -- Study and teaching. ICTs, including mobile devices, are changing rapidly, and so is the application of these technologies in various disciplines.

    From the literature it was determined that mobile devices have an influence on information behaviour, whether it be in the form of information seeking, searching, use, sharing, collaboration, or any other information behaviour activity. This study focused on the influence of mobile devices on the information behaviour of undergraduate and postgraduate students in the Department of Information Science at the University of Pretoria.

    Understanding the influence that mobile devices have on information behaviour might improve the effective use of mobile devices in education, and might be of use to library services. A mixed methods approach was followed, consisting of questionnaires for the collection of quantitative data and focus group interviews for the collection of qualitative data. Convenience sampling was used to select undergraduate and postgraduate students in the Department of Information Science.

    IC - Instituto de Computação

    This was followed by a census approach in which all students were invited to participate in completing the electronic self-administered questionnaire. The questionnaire collected data on mobile devices and information behaviour, mobile devices and academic studies, mobile devices and clickUP, mobile devices and the Blackboard App and mobile devices and communication. Purposive sampling was used to invite focus group participants. The focus groups were guided by four topics: general use of mobile devices to find, access, share and use information; differences in using mobile devices to find, access, share and use information for academic purposes; different mobile devices used for different purposes; and recommendation s to other students for using mobile devices for academic purposes.

    Five focus group interviews were conducted with a total of 32 participants between 20 August and 09 September It was found that mobile devices have an influence on the information behaviour of students, confirming what was found in the literature. Mobile devices are used more in a general and social environment than in an academic one. They however hold much value for the academic environment. Participants in the study stressed the importance, the advantages, and the potential that the mobile devices have, and still could have in the future.

    Participants made use of multiple mobile devices in their day-to-day activities. Furthermore, it is clear that information should be available quickly, allowing access from anywhere and at any time in order to satisfy the changing demands of the information user. It may be because of this constant need for information in its various formats, that the lines between the different contexts are being blurred. Information Science. Information Behaviour. Mobile Devices. Academic Studies. Technology integration continues to be a professional development concern, especially in elementary schools.

    It remains unclear why there is a difference between how teachers talk about using technology and how they apply it in teaching reading. The purpose of this study was to explore professional development options that would help teachers connect theory to practice by studying their decision-making process. The conceptual framework was based on elements of the knowing-doing gap and reflective practices.

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    The research questions explored a the decision-making process, b reflective practices used during decision-making, c professional development that facilitates closing the knowing-doing gap, and d recommendations from participants to improve upon professional development. In a case study design, 10 K-4 teachers participated in one minute interview, one follow-up interview, and one minute focus group.

    With the use of typological analysis, transcripts were coded for initial and emerging themes. Results indicated that integrating mobile devices was highly dependent upon teachers being self-directed learners. Teachers relied on informal collegial interactions when deciding to use mobile devices. Continuous professional development that addresses adult learning styles was recommended by the teachers to support technology adoption. Improvements to reading instruction lead to positive social change by increasing student achievement, thereby preparing students to be world citizens in a competitive global market.

    Elementary Reading. Knowing-Doing Gap. Professional Development. Teacher Reflection.

    This research aims to understand how the cognitive modulations are configured on the process of p Assuming that their rules of game play and their operationally of this kind of game are based on a complex and fragmented transmedia storytelling in multiple media, ARGs requires the gamers a cognitive multiplicity based on social and informational sharing in the spaces created for this purpose. Thus, this research seeks to understand how the cognitive configurations of these individuals in their peer interaction with the object are constituted.

    Our hypothesis is that the gamers build collectively knowledge in the interest of maximizing their own individual experiences during the immersed-pervasive process of the game.


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    8. Thus, this research seeks to engage a mapping of patterns of cognitive settings of the gamers as individuals in their inter-relationship with an essentially collective game that overflows the boundaries of reality and fiction. Processos Imersivos em Jogos Pervasivos. Sociabilidade em ARG. The pleasure of spoiling: The spectrum of toxicity behind spoilers in Brazil.

      In the current media landscape, spoilers have become a major issue of contention for fans and con This paper sheds some light on an unexplored facet of the topic by focusing on the act of spoiling rather than on the decision to engage with spoilers that already exist.