CARVALHO, Roberta Nogueira Sales de; ISHITANI, Lucila. Fatores motivacionais para desenvolvimento de mobile serious games com foco no público da terceira idade: uma revisão de literatura. ETD - Educação Temática Digital, Campinas, SP, v. 15, n. 1, p.16-32, jan./abr. 2013. ISSN 1676-2592. Disponível em: <http://www.fae.unicamp.br/revista/ index.php/etd/article/view/2997>. Acesso em: 19 abr. 2013

Pervasive computing has greater influence in different domains on both local and global scenarios. It is important for researchers to identify the challenges, rewards, goals, and methods of developing these technologies in different domains to fully aware of its potential. Pervasive computing would take away the boundaries in computing and ultimately, benefit the whole society. Just as a smart car or a smart home or a smart classroom, it should not be hard to anticipate a smart student or a smart teacher. In this paper, several issues pertaining to education and pervasive computing are discussed. The different applications and the challenges in implementing them are analyzed. The roles of a teacher and a student in the ubiquitous era with respect to the cognitive domain are listed and an educational framework is proposed. 

O artigo apresenta o status quo do programa Piraí Digital, com base na Teoria Ator-Rede (ANT) e no modelo heurístico de inclusão digital (2iD). Numa primeira etapa desta pesquisa, o modelo heurístico original foi expandido com base nos pressupostos da ANT, gerando uma versão mais adequada (e2iD) para a observação do fenômeno da infoinclusão em Piraí. Em seguida, a ANT foi adotada como suporte metodológico para que os autores, por meio de entrevistas e observação direta, compreendessem, sob a ótica dos atores ouvidos, como a infoinclusão tem ocorrido no município de Piraí. A partir daí, os resultados são apresentados com base na taxonomia da ANT e dos elementos do modelo e2ID. O presente trabalho de pesquisa sobre a infoinclusão em Piraí começou em 2007 e se estendeu até os últimos meses de 2009. Concluiu-se que a inclusão digital em Piraí tem sido uma realidade na administração pública local, na educação e na saúde. Porém, percebeu-se que o setor produtivo e a sociedade civil local, pouco ou nada tem se beneficiado do programa em questão. Finalmente, foi possível compreender o papel dos vários atores públicos nas redes de atores da ANT e explicar porque os resultados de Piraí Digital não têm, até agora, impactado homogeneamente a sociedade local.

Mobile learning (m-learning) is said to be the next wave of learning (Bonk, 2009).  The ITU World Telecommunication (2009) reported an estimate of 4.6 billion mobile cellular telephone subscriptions around the world compared to 6.8 fixed telephone line subscriptions.  There are currently 9.5 billion mobile broadband subscriptions.  Expected to bring about ubiquitous learning or u-learning, mobile devices such as phones have become more affordable, yet more powerful and packed with features that rival the supercomputers of years ago.  Hence, it is not surprising that an increasing number of institutions of higher learning (IHL) are starting to design learning that incorporates mobile devices.  Students with smart phones and other popular personal devices such iPods and iPads or  netbooks and notebook computers are already benefiting from a plethora of online learning materials such as podcasts, open educational resources (OER) and use of social media.  Open distance learning (ODL) institutions are also expected to embark on making available materials for m-learning 24 hours a day.  Soon, the development of mobile wireless technologies will urge ODL leaders to consider and adopt m-learning on a wider scale to benefit its students.

Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique time- space contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning projects located in teacher education communities: Mobagogy, a project in which faculty staff in an Australian university developed understanding of mobile learning; and The Bird in the Hand Project, which explored the use of smartphones by student teachers and their mentors in the United Kingdom. The framework is used to critique the pedagogy in a selection of reported mobile learning scenarios, enabling an assessment of mobile activities and pedagogical approaches, and consideration of their contributions to learning from a socio-cultural perspective

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