Navegando por Palavras-chave "Mobile Devices"

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    Construção E Validação Do Software Tmo-App Para Uso Por Família De Criança/Adolescente Com Câncer Submetido Ao Transplante De Celúlas-Tronco Hematopoiéticas
    (Universidade Federal de São Paulo (UNIFESP), 2017-05-30) Duarte, Adriana Maria [UNIFESP]; Pettengill, Myriam Aparecida Mandetta [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    Objective: To construct and validate an informative mobile application for families of children or adolescents with cancer who are undergoing hematopoietic stem cell transplantation (HSCT). Method: The Patient- and Family-Centered Care Model and User-Centered Design constituted the theoretical framework of this methodological study. Three principles guided the development of the application: (1) a focus on users and their tasks: to this end, three studies were conducted, including an integrative review of the literature, a qualitative field study to identify the family’s needs for information, and a bibliographical study to support the information conveyed by the application; (2) measurement of usability: a prototype was initially developed, followed by content validation, which engaged experts in the Delphi technique and the target population, using a focal group approach, and finally a usability evaluation conducted by information technology specialists, using Nielsen heuristics; (3) interactive testing of the application by users: a qualitative case study was conducted to evaluate usability from the family perspective. The studies complied with ethical principles guiding research with humans. Results: The family’s information needs identified were grouped into three thematic categories: accessing information from reliable sources; holding knowledge on HSCT; and being embraced by the healthcare staff. Information needs were taken into account to develop the prototype, subsequently validated by specialists, with over 80% agreement, and by end users, who endorsed the application’s potential to mitigate the suffering experienced by family members. Because usability severity was rated by experts as simple, the application was given a final version and interactively tested with a family, whose members subsequently acknowledged feeling strengthened by the information thus acquired, which enabled them to cope with the experience of having a child undergoing HSCT. Conclusions: The study provides advancement in proposing new informative strategies for family empowerment in situations of chronic illness. Evidence was also provided on the recognition of user needs as essential to the design and implementation of new technologies. This study will find utility in future investigations focused on the development of mobile applications.
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    O Uso Dos Dispositivos Móveis No Ensino Da Língua Por-Tuguesa: Estímulo À Leitura E À Formação Crítica
    (Universidade Federal de São Paulo (UNIFESP), 2017-03-21) Toyota, Lilian Moura [UNIFESP]; Silva, Sandro Luis Da [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This research aims to discuss the relationship of the new technologies with reading in the process of teaching and learning Portuguese, from the use of Mobile Devices, which can make the classroom more dynamic, leading the student to acquire the habit of reading and interaction and, consequently, developing reading skill. The new Youth / Teen Generation is "connected" in the Net / Internet, as well as they know and dominate the different devices offered by the new technologies. On the other hand, school and society often say that this behavior among young people is a form of alienation from traditional content. According to UNESCO (2014), mobile technologies (Mobile Devices) can expand and enrich educational opportunities for students in diverse environments. For this study, interviews were conducted with open questions, with teachers from the public schools of the State Government of São Paulo, in the city of São Paulo. From the interviews, we analyzed the speeches of the teachers, observing the methodologies adopted by them in face of the new reality, and especially regarding the use of Mobile Devices in Portuguese classes to work with reading. It was observed that, although the technological resources are theoretically available to the teacher, in the analyzed cases, there is the teacher's lack of knowledge about digital technology and, above all, the non-use in the teaching and learning process. This strangeness occurs or because it does not have the Digital Literature necessary for the manipulation of the new technologies, or for the distrust on the devices technicians offered by them. The pedagogical discourse centered on the practice of rules and control by the teacher on the students prevents that it modifies the pedagogical roles in the school context, maintaining the centralizing and controlling figure, and letting pass the opportunity to be mediator of knowledge and propitiator of a reflexive and critical practice in different discursive genres on the internet. The study presented here is based on Koch (2009), Solé (1998), Silva (2011), Kleiman (2011, 2013) when dealing with the issues related to reading gender. For the authors, the reading goes beyond the barrier of the passive receiver, therefore, they require of the reader other skills that are beyond the act of reading. In parallel, the perspective of the Evolution of Educational Technology with the scholars Moran (2000) and Pierre Lévy (1999) and for the concepts on Digital Literature, the authors Red (2015), Braga (2007, 2013), Silva (2003) and Zacarias (2016) serve as a theoretical basis in this research, where one has to go beyond the use of the new technologies as a tool, but to understand how the language in the network happens and how the same language Influences people and the way to read a text. At the end of this research, it was possible to perceive that even the technology, in the case the Mobile Devices, is in the classroom, the use of this tool is not significant in comparison to the theory on the subject. The pedagogical discourse centered on authority and control does not allow the teacher to go through the unknown. We observe that this distrust is at the limit between knowing and not knowing, and that teacher training for the use of new technologies is essential for its pedagogical practice.