A partir de uma abordagem etnográfica, analiso neste artigo as múltiplas apropriações dos telefones celulares em suas intersecções com as relações de gênero. Discuto como a tecnologia é apropriada para reafirmar laços amorosos, mas também torna-se foco de vigilância, tensões e conflitos. Nesse sentido, argumento que o telefone celular engendra micropolíticas do cotidiano nas quais homens e mulheres interagem em dinâmicas socioculturais que refletem hierarquias de gênero, mas que também as subvertem. 

Monografia-Universidad de Salamanca - 28 de novembro de 2013.

Inmersos en la actual situación de crisis económica y el replanteamiento de modelo que está suponiendo el libro electrónico quizás nos pase desapercibido algo que está cambiando los hábitos de comunicación y de consumo de información en los últimos años: cada vez son más quienes utilizan dispositivos móviles para acceder a la web.
Leia mais:Movilidade Y Bibliotecas

http://epublications.bond.edu.au/cgi/viewcontent.cgi?article=1037&;context=tls

For mobile learning, the future is now. The capacity of mobile devices has unleashed the creativity of educators and untethered learning from the traditional use of lecture theatres and classrooms. Many teachers are excited about the idea of mobile learning, but do not know what it means, or what teachers and students do when they are engaged in mobile learning. This article paints true-life pictures of mobile learning as a muse to further inspiration and aspiration.

Leia mais:WHAT MOBILE LEARNING LOOKS LIKE


Learning at the most appropriate time and space, through mobile devices, makes m-learning a field of great opportunities. One of the challenges to implement tools for mobile devices is the limitation of both hardware and software. In this work, we adopted HTML5 technology combined with other Web 2.0 technologies. The objective of this research involves the definition of good practices to create a new approach in the presentation of educational content for m-learning. The results of this research shows that the implemented prototype meets the defined requirements. Moreover, it enables a more meaningful learning process.

Attachments:
Download this file (AR51-Material Didatico m-learning.pdf)AR51-Material Didatico m-learning.pdf[ ]477 kB

Educators use social media to enrich student learning experiences in the classroom and use
personal mobile devices to extend their workplace and productivity across time and space.
 
As learning becomes more mobile, social and informal, the divide between spaces, places and digital devices is merging. Given the disruptive effect learning mobility is having on the foundations of education, knowledge, learning and academic work, this exploratory paper investigates the possible relationship between mobile learning and professional development as potential enablers (or barriers) to academic motivation and engagement in transforming their professional practice. This paper holds the central tenet of ‘educators are learners’, adopts an ‘as-lived’ experiences approach which looks at the ways people experience, in this case, mobile learning in natural settings, and is fundamentally concerned with contributing to the body of knowledge on the changing nature of the higher education teacher’s academic work in the modern academy. The principal questions guiding this exploratory paper are ‘What alternatives are there to current professional development methods that support educators in ways of learning about mobile learning to transform professional practice?’ and ‘Why are some academics naturally motivated to engage, share and actively participate in alternatives?’

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